Literaturnachweis - Detailanzeige
| Autor/inn/en | Zazkis, Rina; Chernoff, Egan J. |
|---|---|
| Titel | What Makes a Counterexample Exemplary? |
| Quelle | In: Educational Studies in Mathematics, 68 (2008) 3, S.195-208 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1954 |
| DOI | 10.1007/s10649-007-9110-4 |
| Schlagwörter | Misconceptions; Mathematics Instruction; Teaching Methods; Learning Processes; Learning Strategies |
| Abstract | In this paper we describe two episodes of instructional interaction, in which examples are used in order to help students face their misconceptions. We introduce the notions of pivotal example and bridging example and highlight their role in creating and resolving a cognitive conflict. We suggest that the convincing power of counterexamples depends on the extent to which they are in accord with individuals' example spaces. (Author). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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