NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ835150
Record Type: Journal
Publication Date: 2007-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 91
ISBN: N/A
ISSN: ISSN-1751-2271
Beyond Conceptual Change: Using Representations to Integrate Domain-Specific Structural Models in Learning Mathematics
Singer, Florence Mihaela
Mind, Brain, and Education, v1 n2 p84-97 Jun 2007
Effective teaching should focus on representational change, which is fundamental to learning and education, rather than conceptual change, which involves transformation of theories in science rather than the gradual building of knowledge that occurs in students. This article addresses the question about how to develop more efficient strategies for promoting representational change across cognitive development. I provide an example of an integrated structural model that highlights the underlying cognitive structures that connect numbers, mathematical operations, and functions. The model emphasizes dynamic multiple representations that students can internalize within the number line and which lead to developing a dynamic mental structure. In teaching practice, the model focuses on a counting task format, which integrates a variety of activities, specifically addressing motor, visual, and verbal skills, as well as various types of learning transfer.
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A