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Direct linkEriksson, Gota – Journal of Mathematical Behavior, 2008
This article focuses on spontaneous knowledge-building in the field of "the arithmetic "of" the child." The aim is to investigate the conceptual progress of fifteen children during their early school years in the compulsory school. The study is based on the epistemology of radical constructivism and the methodology of…
Descriptors: Constructivism (Learning), Arithmetic, Epistemology, Teaching Methods
Peer reviewedDuffin, Janet M.; Simpson, Adrian P. – Journal of Mathematical Behavior, 1993
Presents anecdotes, discussion, and definitions of the terms natural, conflicting, and alien as they relate to the teaching and learning of mathematics. (MKR)
Descriptors: Addition, Cognitive Dissonance, College Students, Concept Formation
Peer reviewedMovshovitz-Hadar, Nitsa – Journal of Mathematical Behavior, 1993
Shows fragility of knowledge in connection with a false application of mathematical induction, as observed in a problem-solving course for prospective teachers. The attempt to explain the observations is based upon an analysis of the logic underlying proof by mathematical induction and a concept formation theory. (MKR)
Descriptors: Cognitive Dissonance, Concept Formation, Conflict Resolution, Critical Thinking
