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ERIC Number: ED489661
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: Author
Fostering Mathematical Meaning Via Scientific Inquiry: A Case Study
Tzur, Ron; Hagevik, Rita A.; Watson, Mary E.
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
This study addressed the problem of how a prospective mathematics teacher's active engagement in a scientific inquiry can deepen the meaning of her extant mathematical concepts. We used a constructivist framework to analyze a 2-hour interview with a prospective mathematics teacher as she solved an open-ended problem of graphing a 3-D landform. We found two overlapping components in her learning via cycles of action and reflection: interpreting the task and reorganizing extant conceptions to quantify projective, horizontal/vertical distances. [For complete proceedings, see ED489597.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A