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Download full textAbrahamson, Dor – International Group for the Psychology of Mathematics Education, 2003
The paper describes the rationale and 10-day implementation in a 5th-grade classroom (n=19) of an experimental ratio-and-proportion instructional design. In this constructivist-phenomenological design, coming from our theoretical perspective, design research, and domain analysis, students: (1) link "real-world" and "mathematical" objects…
Descriptors: Constructivism (Learning), Instructional Design, Concept Formation, Mathematics Instruction
