Beyond Conceptual Change: Using Representations to Integrate Domain-Specific Structural Models in Learning Mathematics

Autor/in	Singer, Florence Mihaela
Titel	Beyond Conceptual Change: Using Representations to Integrate Domain-Specific Structural Models in Learning Mathematics
Quelle	In: Mind, Brain, and Education, 1 (2007) 2, S.84-97 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/j.1751-228X.2007.00009.x
Schlagwörter	Teacher Effectiveness; Cognitive Structures; Concept Formation; Cognitive Development; Teaching Methods; Problem Solving; Instructional Effectiveness; Models; Mathematical Concepts; Transfer of Training; Mathematics Instruction + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Cognitive structure; Kognitive Struktur; Concept learning; Begriffsbildung; Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Analogiemodell; Training; Transfer; Ausbildung; Mathematics lessons; Mathematikunterricht
Abstract	Effective teaching should focus on representational change, which is fundamental to learning and education, rather than conceptual change, which involves transformation of theories in science rather than the gradual building of knowledge that occurs in students. This article addresses the question about how to develop more efficient strategies for promoting representational change across cognitive development. I provide an example of an integrated structural model that highlights the underlying cognitive structures that connect numbers, mathematical operations, and functions. The model emphasizes dynamic multiple representations that students can internalize within the number line and which lead to developing a dynamic mental structure. In teaching practice, the model focuses on a counting task format, which integrates a variety of activities, specifically addressing motor, visual, and verbal skills, as well as various types of learning transfer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10