An Approach to the Design of Mathematical Task Sequences: Conceptual Learning as Abstraction

Autor/in	Simon, Martin A.
Titel	An Approach to the Design of Mathematical Task Sequences: Conceptual Learning as Abstraction
Quelle	In: PNA, 10 (2016) 4, S.270-279 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1886-1350
Schlagwörter	Instructional Design; Sequential Learning; Mathematics Instruction; Mathematical Concepts; Abstract Reasoning; Learning Theories; Piagetian Theory; Preservice Teachers; Undergraduate Students + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Didaktische Sequenzierung; Lernsequenz; Mathematics lessons; Mathematikunterricht; Abstraktes Denken; Denken; Learning theory; Lerntheorie
Abstract	This paper describes an emerging approach to the design of task sequences and the theory that undergirds it. The approach aims at promoting particular mathematical concepts, understood as the result of reflective abstraction. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from approaches in which learning to solve the problem posed is the intended learning. The paper illustrates the approach through data from a teaching experiment on division of fractions. (As Provided).
Anmerkungen	Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01