NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ924740
Record Type: Journal
Publication Date: 2004-Jun
Pages: 18
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1571-0068
Distinguishing Two Stages of Mathematics Conceptual Learning
Tzur, Ron; Simon, Marty
International Journal of Science and Mathematics Education, v2 n2 p287-304 Jun 2004
In this theoretical article, we distinguish two stages of learning a new mathematical concept--participatory and anticipatory. We use a recently developed mechanism for explaining mathematical conceptual learning--reflection on activity-effect relationship--as well as von Glasersfeld's tripartite model of a scheme, to explain qualitative distinctions between the two stages. We use this distinction to explain why instructional interventions (including inquiry-based approaches) may not bring about the intended instructional goals.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A