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 journalArticle

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

Keywords

  • Cognitive development
  • Conceptual knowledge
  • Constructivism
  • Epistemology
  • Learning theories
  • Piaget

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

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