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Article
Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflective Abstraction
Journal for Research in Mathematics Education
  • Martin A. Simon, Pennsylvania State University
  • Ron Tzur, North Carolina State University
  • Karen Heinz, Rowan University
  • Margaret T. Kinzel, Boise State University
Document Type
Article
Publication Date
11-1-2004
Disciplines
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. (Contains 2 figures and 9 footnotes.)

Citation Information
Martin A. Simon, Ron Tzur, Karen Heinz and Margaret T. Kinzel. "Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflective Abstraction" Journal for Research in Mathematics Education (2004)
Available at: http://works.bepress.com/ron-tzur/22/