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Article
Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflective Abstraction
STEM Faculty Publications
  • Marty Simon, Pennsylvania State University - Eberly Campus
  • Ron Tzur, University of Colorado Denver
  • Karen Heinz, Rowan University
  • Margaret Kinzel, Boise State University
Document Type
Article
Publication Date
1-1-2004
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.
Citation Information
Simon, M. A., Tzur, R., Heinz, K., & Kinzel, M. (2004). Explicating a mechanism for conceptual learning: Elaborating the construct of reflective abstraction. Journal for Research in Mathematics Education, 35, 5, 305-329.