ERIC Number: ED389544
Record Type: RIE
Publication Date: 1995-Oct
Reference Count: N/A
Formulating the Fibonacci Sequence: Paths or Jumps in Mathematical Understanding.
Kieren, Thomas; And Others
In dynamical theory, mathematical understanding is considered to be that of a person (or group) of a topic (or problem) in a situation or setting. This paper compares the interactions between the situations and the mathematical understandings of two students by comparing the growth in understanding within a Fibonacci sequence setting in which specific tasks were suggested and interventions made, with that of the same students in a Fibonacci setting in which only a general prompt was offered. In the former setting, the growth of understanding was characterized by jumps, indicating a collection of specific images or patterns. In the second setting, these students exhibited a continuous, non-linear pathway of understanding more governed by epistemological interest and featuring more formulated reasoning. Contains 11 references. (Author/MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A
Identifiers: Fibonacci Sequences
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177. Diagrams contain very small print.