ERIC Number: ED395919
Record Type: RIE
Publication Date: 1995-Dec
Reference Count: N/A
Where Do Student Conjectures Come From? Empirical Exploration in Mathematics Classes. Craft Paper 95-8.
This paper begins with a description of a set of difficulties in classes where students were given problems which asked them to explore and "make conjectures." After presenting background on debates about discovery learning, changing philosophical conceptualizations of the role of the empirical in mathematics, and innovations involving the use of geometry construction programs, the paper then focuses on two philosophical views on induction and the origin of conjectures. These philosophical views are used to distinguish two approaches to and rationales for exploratory laboratory problems in geometry classes. Concerns are then raised about one of these approaches (discovery problems) which may be carried out under the banner of current reforms but which may lead students to conceptualize classroom exploration as a search for the single idea on a teacher's mind. (Contains 45 references.) (Author)
Descriptors: Case Studies, Classroom Research, Classroom Techniques, Discovery Learning, Educational Philosophy, Geometric Constructions, Geometry, High Schools, Higher Education, Mathematics Instruction, Secondary School Mathematics, Teaching Methods
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($6.52).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.
Identifiers: Conjectures (Mathematics); Empirical Analysis