Using Learner Generated Examples to Introduce New Concepts

Autor/inn/en	Watson, Anne; Shipman, Steve
Titel	Using Learner Generated Examples to Introduce New Concepts
Quelle	In: Educational Studies in Mathematics, 69 (2008) 2, S.97-109 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-008-9142-4
Schlagwörter	Mathematical Concepts; Mathematics Instruction; Teaching Methods; Learning Theories; Concept Formation; Thinking Skills; Cognitive Processes; Learning Processes; Student Participation; Student Experience + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Concept learning; Begriffsbildung; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienerfahrung
Abstract	In this paper we describe learners being asked to generate examples of new mathematical concepts, thus developing and exploring example spaces. First we elaborate the theoretical background for learner generated examples (LGEs) in learning new concepts. The data we then present provides evidence of the possibility of learning new concepts through a symbiosis of induction and abduction from experience and deduction from the relationships generated in exemplification. In other words, experience can be organised in such a way that shifts of understanding take place as a result of learners' own actions. Actions, in this context, include mental acts of organisational reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10