ERIC Number: EJ879668
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 18
Overview of the Papers: Why Is Linear Thinking so Dominant?
Mathematical Thinking and Learning: An International Journal, v12 n1 p109-115 2010
A remarkable feature of the set of papers in this issue is the consistent pattern of tending to deal with non-linear situations as if they are linear that is shown by students widely differing in age and educational systems, and studying various topics within mathematics. Methodological issues about the difficulty of interpretation of student behavior, and the need to avoid attributing more rationality than is warranted, are raised. Suggestions about educational steps that could be taken to avoid an over-dependence on linearity are made.
Descriptors: Mathematical Concepts, Cognitive Style, Pattern Recognition, Student Behavior, Mathematics Instruction, Models
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 10; Grade 12
Authoring Institution: N/A