Understanding the structure of the set of rational numbers: a conceptual change approach
Learning and Instruction Volume 14, Number 5 ISSN 0959-4752 Publisher: Elsevier Ltd
In the present article, we argue that the conceptual change approach to learning can apply in the case of mathematics, taking into consideration the particular nature of mathematical knowledge and the neurobiological bases of mathematical cognition. In the empirical study that is reported in this article, we investigated ninth graders’ understanding of algebraic and structural properties of rational numbers, from a conceptual change perspective. We make the point that understanding rational numbers is not indiscriminately difficult. We show that prior knowledge about natural numbers supports students dealing with algebraic properties of rational numbers, while the idea of discreteness is a fundamental presupposition, which constrains students’ understanding of density.
Vamvakoussi, X. & Vosniadou, S. Understanding the structure of the set of rational numbers: a conceptual change approach. Learning and Instruction, 14(5), 453-467. Elsevier Ltd.
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Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line
Dilek Girit & Didem Akyuz
International Journal of Education in Mathematics, Science and Technology Vol. 4, No. 2 (2016) pp. 84–100
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