Exploring Students' Mental Models in Linear Algebra and Analytic Geometry: Obstacles for Understanding Basic Concepts [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Schueler, Sven; Roesken-Winter, Bettina
Titel	Exploring Students' Mental Models in Linear Algebra and Analytic Geometry: Obstacles for Understanding Basic Concepts [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Schemata (Cognition); Algebra; Geometry; Fundamental Concepts; Barriers; Mathematical Concepts; Problem Solving; High School Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Geometrie; Grundlagenplan; Konzept; Problemlösen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Deutschland
Abstract	In this paper, we discuss the relevance of 'Grundvorstellungen' (GVs), a didactical category to analyze students' mental models in comparison to the intended mathematical meanings in the context of Linear Algebra and Analytic Geometry. Diagnostic tasks were used to reveal students' conceptual understanding in this field of expertise. In particular, an open item format was chosen to elicit students' individual GVs and to explore how they use them while working on mathematical tasks. 30 students from upper secondary school participated in our study; data was collected by a paper-and-pencil test. The results show that elaborated representations of GVs foster students' understanding of mathematics and facilitate the process of finding problem solving strategies. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01