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ERIC Number: EJ1021716
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0020-739X
A Framework to Categorize Students as Learners Based on their Cognitive Practices while Learning Differential Equations and Related Concepts
Raychaudhuri, Debasree
International Journal of Mathematical Education in Science and Technology, v44 n8 p1239-1256 2013
There are numerous theories that offer cognitive processes of students of mathematics, all documenting various ways to describe knowledge acquisition leading to successful transitions from one stage to another, be it characterized by Dubinsky's encapsulation, Sfard's reification or Piaget's equilibration. We however are interested in the following question. Who succeeds at making the leap and can we describe the attributes that set them apart from the ones that do not? In this article, we offer a framework to categorize students as learners based on their individual approaches towards learning concepts in differential equations and related concepts--as demonstrated by their efforts to resolve a conflict, conserve and rebuild their cognitive structures.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California