Explicating a mechanism for conceptual learning: Elaborating the construct of reflective abstraction

Martin A. Simon, Ron Tzur, Karen Heinz, Margaret Kinzel

    Research output: Contribution to journalArticlepeer-review

    90 Scopus citations

    Abstract

    We articulate and explicate a mechanism for mathematics conceptual learning that can serve as a basis for the design of mathematics lessons. The mechanism, reflection on activity-effect relationships, addresses the learning paradox (Pascual-Leone, 1976), a paradox that derives from careful attention to the construct of assimilation (Piaget, 1970). The mechanism is an elaboration of Piaget's (2001) reflective abstraction and is potentially useful for addressing some of the more intractable problems in teaching mathematics. Implications of the mechanism for lesson design are discussed and exemplified.

    Original languageEnglish (US)
    Pages (from-to)305-329
    Number of pages25
    JournalJournal for Research in Mathematics Education
    Volume35
    Issue number5
    DOIs
    StatePublished - Nov 2004

    All Science Journal Classification (ASJC) codes

    • Mathematics (miscellaneous)
    • Education

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