Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/393
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dc.contributor.authorAbdu, Rotem
dc.date.accessioned2017-06-19T14:15:51Z
dc.date.accessioned2017-06-19T12:22:15Z-
dc.date.available2017-06-19T14:15:51Z
dc.date.available2017-06-19T12:22:15Z-
dc.date.issued2015-07
dc.identifier.citationAbdu, R. (2015). The Development of Situational-Misconceptions in Math Problem Solving In Lindwall, O., Häkkinen, P., Koschman, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2015.154
dc.identifier.urihttps://repository.isls.org/handle/1/393-
dc.description.abstractIn 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleThe Development of Situational-Misconceptions in Math Problem Solvingen_US
dc.typeBook chapteren_US
Appears in Collections:CSCL 2015

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