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Article de revue:
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ID no. (ISBN etc.): 1098-6065
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Clé de citation BibTeX: Simon2004
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Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. mathematical thinking and learning, 6(2), pp. 91–104.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:05 Dernièrement modifiée par: Sterenn Audo 2008-02-14 10:37:05
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Catégories: Apprentissage mathématiques, Full text
Descripteurs: Concept Formation, conceptual learning, Educational Program Planning, hypothetical learning trajectory, Learning, learning process, mathematical tasks, MATHEMATICS, Mathematics Education, mathematics lesson planning, student learning, Students, Teaching Methods
Auteurs: Simon, Tzur
Collection: mathematical thinking and learning
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Nombre de vues: 365
Popularité: 33.15%
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Résumé
Simon's (1995) development of the construct hypothetical learning trajectory (HLT) offered a description of key aspects of planning mathematics lessons. An HLT consists of the goal for the student's learning the mathematical tasks that will be used to promote student learning, and hypotheses about the process of the students' learning. However, the construct of HLT provided no framework for thinking about the learning process, the selection of mathematical task, or the role of the mathematical tasks in the learning process. Such a framework could contribute significantly to the generation of useful HLTs. In this article we demonstrate how an elaboration of reflective abstraction (i.e., reflection on activity-effect relationships), postulated by Simon, Tzur, Heinz, and Kinzel (in press), can provided such a framework and thus a theoretical elaborating of the HLT construct. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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