Explicating a mechanism for conceptual learning

Elaborating the construct of reflective abstraction

Martin Simon, Ron Tzur, Karen Heinz, Margaret Kinzel

Research output: Contribution to journalArticle

Abstract

We articulate and explicate a mechanism for mathematics conceptual learning that can serve as a basis for the design of mathematics lessons. The mechanism, reflection on activity-effect relationships, addresses the learning paradox (Pascual-Leone, 1976), a paradox that derives from careful attention to the construct of assimilation (Piaget, 1970). The mechanism is an elaboration of Piaget's (2001) reflective abstraction and is potentially useful for addressing some of the more intractable problems in teaching mathematics. Implications of the mechanism for lesson design are discussed and exemplified.

Original languageEnglish (US)
Pages (from-to)305-329
Number of pages25
JournalJournal for Research in Mathematics Education
Volume35
Issue number5
StatePublished - Nov 2004

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abstraction
mathematics
Paradox
learning
assimilation
Mathematics Teaching
Teaching
Learning
Abstraction
Design

Keywords

  • Cognitive development
  • Conceptual knowledge
  • Constructivism
  • Epistemology
  • Learning theories
  • Piaget

ASJC Scopus subject areas

  • Education

Cite this

Explicating a mechanism for conceptual learning : Elaborating the construct of reflective abstraction. / Simon, Martin; Tzur, Ron; Heinz, Karen; Kinzel, Margaret.

In: Journal for Research in Mathematics Education, Vol. 35, No. 5, 11.2004, p. 305-329.

Research output: Contribution to journalArticle

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