Bibliographie de l'équipe CRAC

Article de revue:

ID no. (ISBN etc.): 0261-9768

Clé de citation BibTeX: Stavy1996

Stavy, R., & Tirosh, D. (1996). The role of intuitive rules in science and mathematics education. European Journal of Teacher Education, 19(2), p. p109.
Ajoutée par: Lynda Taabane 2007-12-07 16:25:10 Dernièrement modifiée par: Lynda Taabane 2008-01-14 18:40:47

Catégories: Analogie, Apprentissage mathématiques, Représentations naives
Descripteurs: Alternative Conceptions; Europe, Cognitive Style; College Students; Elementary School Students; Elementary Secondary Education; Foreign Countries; Higher Education; Intuition; Mathematics Education; Preservice Teacher Education; Prior Learning; Problem Solving; Science Education; Seconda
Auteurs: Stavy, Tirosh
Collection: European Journal of Teacher Education

Nombre de vues: 293
Popularité: 26.61%

Résumé

Describes two intuitive rules underlying students' conceptions in mathematics and science that are not always compatible with usually accepted scientific ideas. The intuitive rules are: "More of A, more of B" and "Subdivision processes can always be repeated." In teacher education, it is important to raise instructors' awareness of the role of intuitive rules in student thinking. (SM)
Ajoutée par: Lynda Taabane Dernièrement modifiée par: Lynda Taabane

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