Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6374
Title: Empirical Re-conceptualization as a Bridge to Insight
Authors: Ellis, Amy
Lockwood, Elise
Lynch, Alison
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Ellis, A., Lockwood, E., & Lynch, A. (2020). Empirical Re-conceptualization as a Bridge to Insight. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1593-1596). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Identifying patterns is an important part of mathematical investigation, but many students struggle to justify their pattern-based generalizations. These findings have led some to argue for a de-emphasis on patterning, but others argue that it can support insight into a problem’s structure. We introduce a phenomenon, empirical re-conceptualization, in which learners generalize based on an empirical pattern, and then re-interpret it from a structural perspective. We elaborate this construct by providing a representative example of empirical re-conceptualization from two secondary students. Our findings indicate that developing empirical results can foster subsequent insights, which can in turn lead to justification and proof.
URI: https://doi.dx.org/10.22318/icls2020.1593
https://repository.isls.org//handle/1/6374
Appears in Collections:ICLS 2020

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