An emerging methodology for studying mathematics concept learning and instructional design

Research output: Contribution to journalArticle

Abstract

Our microgenetic research methodology was developed for two purposes: 1) to develop greater understanding of conceptual learning and instructional design that promotes conceptual learning and 2) to develop empirically-based hypothetical learning trajectories for particular mathematical concepts. The challenge in developing the methodology was to afford analysis of the learning process (e.g., the transition), not just identification of conceptual steps through which learners progress. The methodology, developed by the Learning Through Activity research program, was based on constructivist teaching experiment methodology. Modifications were made to data collection for the purposes outlined and a multi-level retrospective analysis was developed.

Original languageEnglish (US)
JournalJournal of Mathematical Behavior
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Instructional Design
Concept Learning
Mathematics
Learning
mathematics
Methodology
methodology
learning
Teaching
Trajectories
Multilevel Analysis
Mathematical Concepts
multi-level analysis
Learning Process
learning process
Experiments
Trajectory
Research Design
experiment
Experiment

Keywords

  • Constructivism
  • Microgenetic research
  • Qualitative research
  • Reflective abstraction
  • Teaching experiments

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Applied Mathematics

Cite this

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