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ERIC Number: ED489746
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: Author
The Tacit-Explicit Dynamic in Learning Processes
Frade, Cristina
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
In this report we present the methodology used in a study that investigated the tacit-explicit dynamic in learning processes. We have analyzed an episode related to a discussion about the difference between plane figures and spatial figures promoted by the teacher in her mathematics classroom (the students are aged 11 to 12). The data analysis was based on some aspects of Polanyi's theory on tacit knowledge, and benefited from a variation of the "graph-theoretical model for the structure of an argument" developed by Strom, Kemeny, Lehrer and Forman. The methodology employed exhibited a strong indication that the lack of correspondence between what the students are uttering and their original understandings is related to the tacit-explicit dimension. [For complete proceedings, see ED489632.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site:
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A