Molina, Marta; Mason, John (2009). Justifications-on-demand as a device to promote shifts of attention associated with relational thinking in elementary arithmetic. Canadian Journal of Science, Mathematics and Technology Education, 9(4), pp. 224-242 .
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Resumen
Student responses to arithmetical questions that can be solved by using arithmetical structure can serve to reveal the extent and nature of relational, as opposed to computational thinking. Here, student responses to probes which require them to justify-on-demand are analysed using a conceptual framework which highlights distinctions between different forms of attention. We analyse a number of actions observed in students in terms of forms of attention and shifts between them: in the short-term (in the moment), medium-term (over several tasks), and long-term (over a year). The main factors conditioning students´ attention and its movement are identified and some didactical consequences are proposed.
Tipo de Registro: | Artículo |
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Términos clave: | 06. Aprendizaje > Procesos cognitivos 06. Aprendizaje > Procesos cognitivos > Procesos de justificación 13. Matemáticas escolares > Números > Relaciones numéricas 13. Matemáticas escolares > Números |
Nivel Educativo: | Educación Primaria (7-12 años) |
Código ID: | 635 |
Depositado Por: | Marta Molina |
Depositado En: | 20 Abr 2010 01:21 |
Fecha de Modificación Más Reciente: | 10 Mar 2013 04:33 |
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