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Steinbring, Heinz – Educational Studies in Mathematics, 1991
An attempt is made to elaborate on the connections and differences between the objective and subjective elements of mathematical knowledge using case study analysis relative to how an epistemological perspective about probability and randomness impacts upon a short classroom teaching episode. (19 references) (Author/JJK)
Descriptors: Aptitude Treatment Interaction, Case Studies, Classroom Environment, Classroom Techniques
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Streefland, Leen – Educational Studies in Mathematics, 1984
Ideas on a teaching-learning theory of ratio are presented. Views of children and of members of an international panel are presented, and five questions and their responses are compared with real classroom experience. (MNS)
Descriptors: Cognitive Processes, Educational Research, Elementary Education, Elementary School Mathematics
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Hawkins, Anne S.; Kapadia, Ramesh – Educational Studies in Mathematics, 1984
Identifies key questions concerning children's intuitions and conceptions of probabilistic notions. Research on the theoretical framework for probability studies, misconceptions and strategies, and pupil attainment is reviewed, and the methodology is evaluated. Finally, implications for classroom practice are discussed. (MNS)
Descriptors: Educational Research, Learning, Literature Reviews, Mathematics Education
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Burt, Gordon – Educational Studies in Mathematics, 1990
An application of critical cultural and ideological technology is reported in the field of mathematics education. A step-by-step method is set out and applied to a particular classroom problem. (CW)
Descriptors: Cultural Exchange, Cultural Influences, Cultural Interrelationships, Educational Philosophy
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Fischbein, Efraim; And Others – Educational Studies in Mathematics, 1991
To investigate the origins and nature of intuitive obstacles affecting the learning of elementary probability theory, 618 Italian elementary and middle school students were interviewed about their methods of solution for several problems dealing with probability. The discussion focuses on four varieties of obstacles to learning prevalent within…
Descriptors: Cognitive Structures, Cognitive Style, Comprehension, Concept Formation
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Movshovitz-Hadar, Nitsa; Hadass, Rina – Educational Studies in Mathematics, 1990
Reported is a naturalistic study of the role of mathematical paradoxes in the preservice education of high school mathematics teachers. Findings indicate that the model of resolving paradoxes as applied in this study has relevance to such aspects of mathematics education as cognitive conflicts, motivation, misconceptions, and constructive…
Descriptors: Cognitive Development, Cognitive Dissonance, Cognitive Structures, Higher Education
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Sfard, Anna – Educational Studies in Mathematics, 1991
This paper presents a theoretical framework for investigating the role of algorithms in mathematical thinking using a combined ontological-psychological outlook. The intent is to demonstrate that the processes of learning and of problem solving incorporate an elaborate interplay between operational and structural conceptualizations of the same…
Descriptors: Algorithms, Cognitive Development, Cognitive Structures, Concept Formation
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Liebeck, Pamela – Educational Studies in Mathematics, 1990
Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)
Descriptors: Arithmetic, Cognitive Development, Cognitive Structures, Learning Strategies
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Watson, Helen – Educational Studies in Mathematics, 1987
Discussed are the results of interviews with 63 Australian children (interviewed in English) and 62 Nigerian children (62 interviewed in English and 60 interviewed in Yoruba) to determine how they used number concepts in discussing five demonstrations manipulating physical matter. Differences between the two groups are considered. (RH)
Descriptors: Bilingual Students, Concept Formation, Conservation (Concept), Elementary Education
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Olson, A. T.; And Others – Educational Studies in Mathematics, 1987
Provided is an analysis of Turtle Geometry using van Hiele levels of development and understanding. The author also relates a language use framework, suggested by the work of Fry (1982), to the language activities of Turtle Geometry. Research supporting the analysis is discussed. (RH)
Descriptors: Elementary School Mathematics, Geometric Concepts, Geometry, Language Usage
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Lerman, Stephen – Educational Studies in Mathematics, 1989
Examined is what radical constructivism in connection with Intuitionism might mean to mathematics instruction. Implications for mathematics education, especially the potential consequences for the teaching of mathematics of a relativist view of mathematical knowledge, are suggested. (YP)
Descriptors: Educational Philosophy, Epistemology, Learning, Mathematical Logic
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Yerushalmy, Michal; Chazan, Daniel – Educational Studies in Mathematics, 1990
Identified are three obstacles which students must overcome when examining and interpreting diagrams. The resources of the Geometric Supposer, a set of microcomputer tools designed to aid students, are outlined. The advantages of the use of this software are emphasized. (CW)
Descriptors: Computer Software, Computer Uses in Education, Diagrams, Geometric Constructions
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D'Ambrosio, Beatriz S.; Campos, Tania Maria Mendonca – Educational Studies in Mathematics, 1992
Reports a study to investigate the extent to which research experience of designing and conducting their own study could enhance five preservice teachers' understanding of children's knowledge of the mathematical concept of fractions. Results indicated that research experience is fruitful in developing an inquisitive disposition in preservice…
Descriptors: Cognitive Restructuring, Cognitive Structures, Elementary Education, Experiential Learning
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Denvir, B.; Brown, M. – Educational Studies in Mathematics, 1986
Three studies on the development of number concepts (counting, addition, subtraction, and place value) in seven- to nine-year-olds considered low attainers in mathematics were conducted. The search for a descriptive framework, the development of a diagnostic assessment instrument, and a longitudinal study are reported. (MNS)
Descriptors: Addition, Cognitive Processes, Diagnostic Teaching, Educational Research
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Hunting, Robert P. – Educational Studies in Mathematics, 1986
The behavior of one child as she constructed knowledge about fractions over a nine-month period is presented. The intent is to explain behavioral patterns for which certain mental processes, called schemes, seem responsible. (MNS)
Descriptors: Case Studies, Cognitive Processes, Educational Research, Elementary Education
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