Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/393
Title: The Development of Situational-Misconceptions in Math Problem Solving
Authors: Abdu, Rotem
Issue Date: Jul-2015
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Abdu, R. (2015). The Development of Situational-Misconceptions in Math Problem Solving In Lindwall, O., Häkkinen, P., Koschmann, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.
Abstract: In this paper I use the conceptual change theoretical framework, in order to describe and evaluate the productivity of teacher's in-situ support to Situational misconceptions. I illustrate a case in which two students work together in order to solve a problem in math. The focal point is their teacher's intervention, in which she attempts to get her students out of a messy situation. This analysis helps to understand, in fine grain, the process – and consequences – of avoiding refutation of non-productive narratives, before adding new ones - in the context of math problem solving. In addition, we learn that in the process of solution, narratives might not always compete: ideas from two, or more, narratives could be forged to new Situational misconceptions.
URI: https://repository.isls.org/handle/1/393
https://doi.dx.org/10.22318/cscl2015.154
Appears in Collections:CSCL 2015

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