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Titolo:
INTERACTION BETWEEN KNOWLEDGE AND CONTEXTS ON UNDERSTANDING ABSTRACT MATHEMATICAL CONCEPTS
Autore:
MEVARECH ZR; STERN E;
Indirizzi:
BAR ILAN UNIV,SCH EDUC IL-52900 RAMAT GAN ISRAEL UNIV LEIPZIG D-7010 LEIPZIG GERMANY
Titolo Testata:
Journal of experimental child psychology
fascicolo: 1, volume: 65, anno: 1997,
pagine: 68 - 95
SICI:
0022-0965(1997)65:1<68:IBKACO>2.0.ZU;2-M
Fonte:
ISI
Lingua:
ENG
Soggetto:
WORD-PROBLEMS; COMPREHENSION; CHILDREN; GRAPHS; SETS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Physical, Chemical & Earth Sciences
Citazioni:
43
Recensione:
Indirizzi per estratti:
Citazione:
Z.R. Mevarech e E. Stern, "INTERACTION BETWEEN KNOWLEDGE AND CONTEXTS ON UNDERSTANDING ABSTRACT MATHEMATICAL CONCEPTS", Journal of experimental child psychology, 65(1), 1997, pp. 68-95

Abstract

The purpose of the present study was to investigate the effects of sparse vs real contexts on the understanding of abstract mathematical concepts regarding the interpretation of linear graphs. Four experimentsaddressed this issue: two focused on children's performance (N = 124 and 35, respectively, mean age about 12 years old) and two focused on adults (N = 165 and 169, respectively), in all four experiments subjects were asked to interpret isomorphic Linear graphs, The tasks were embedded in sparse vs real contexts. Taken together. results of all fourexperiments showed that a sparse context facilitated understanding ofabstract mathematical concepts more than real contexts. in addition, content analysis of students' responses showed that students activateddifferent knowledge structures in solving the isomorphic tasks embedded in the various contexts. The theoretical and practical implicationsof the findings are discussed. (C) 1997 Academic Press.

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Documento generato il 18/01/20 alle ore 21:59:15