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Understanding the structure of the set of rational numbers: a conceptual change approach
ARTICLE

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Learning and Instruction Volume 14, Number 5 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved December 9, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2004.06.013

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