Comparison of Two Teaching Methods Aimed at Enhancing Students’ Conceptual Understanding of Generalized Mathematical Concepts: Utilization of Prior Knowledge-Reference-Cited by-同舟云学术

Comparison of Two Teaching Methods Aimed at Enhancing Students’ Conceptual Understanding of Generalized Mathematical Concepts: Utilization of Prior Knowledge

Published:2023-09-30 Issue:3 Volume:71 Page:190-204
ISSN:0021-5015
Container-title:The Japanese Journal of Educational Psychology
language:en
Short-container-title:Kyoiku shinrigaku kenkyu

Author:

Goto Shinya¹

Affiliation:

1. Graduate School of Education, The University of Tokyo

Publisher

The Japanese Association of Educational Psychology

Subject

Developmental and Educational Psychology,Education

Link

https://www.jstage.jst.go.jp/article/jjep/71/3/71_190/_pdf

Reference23 articles.

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2. Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373-397. https://doi.org/10.1086/461730

3. Clement, J. J. (2013). Roles for explanatory models and analogies in conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd ed., pp. 412-446). Routlage.

4. Ebersbach, M., Lehner, M., Resing, W. C. M., & Wilkening, F. (2008). Forecasting exponential growth and exponential decline: Similarities and differences. Acta Psychologica, 127(2), 247-257. https://doi.org/10.1016/j.actpsy.2007.05.005

5. Ebersbach, M., Van Dooren, W., Van den Noortgate, W., & Resing, W. C. M. (2008). Understanding linear and exponential growth: Searching for the roots in 6- to 9-year-olds. Cognitive Development, 23(2), 237-257. https://doi.org/10.1016/j.cogdev.2008.01.001