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ERIC Number: ED389564
Record Type: RIE
Publication Date: 1995-Oct
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Theory of Second-Generation Constructions.
Price, Terry M.; Adams, Verna M.
When a student begins to appropriate an idea from classroom discourse, the idea is likely to be perceived incompletely because the speaker's understanding of the idea cannot be conveyed in its entirety through the discourse. Under the guidance of the teacher, the discourse serves to stimulate further development of the idea itself, the development of connections to existing knowledge, and its use in constructing new content. The way in which students appropriate ideas presented to them by another individual and make them their own are called "second-generation constructions." In this study, all students were creating second generation constructions, including the student who originally presented an idea to the class, because he acquired the divisibility by 8 rule from his father. Implications for instruction include the importance of revisiting ideas from time to time to increase students' perception of their value and encouraging discourse to facilitate the constructive process. (Author/SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Identifiers: Second Generation Constructions
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.