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ERIC Number: EJ883654
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0020-739X
On the Relationships between (Relatively) Advanced Mathematical Knowledge and (Relatively) Advanced Problem-Solving Behaviours
Koichu, Boris
International Journal of Mathematical Education in Science and Technology, v41 n2 p257-275 2010
This article discusses an issue of inserting mathematical knowledge within the problem-solving processes. Relatively advanced mathematical knowledge is defined in terms of "three mathematical worlds"; relatively advanced problem-solving behaviours are defined in terms of taxonomies of "proof schemes" and "heuristic behaviours". The relationships between mathematical knowledge and problem-solving behaviours are analysed in the contexts of solving an insight geometry problem, posing algebraic problems and calculus exploration. A particularly knowledgeable and skilled university student was involved in all the episodes. The presented examples substantiate the claim that advanced mathematical knowledge and advanced problem-solving behaviours do not always support each other. More advanced behaviours were observed when the student worked within her conceptual-embodied mathematical world, and less advanced ones when she worked within her symbolic and formal-axiomatic worlds. Alternative explanations of the findings are discussed. It seems that the most comprehensive explanation is in terms of the Principle of Intellectual Parsimony. Implications for further research are drawn. (Contains 3 figures.)
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 - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A