Intuitive rules in science and mathematics: The case of ‘everything can be divided by two’

International Journal of Science Education

Volumn 18, Issue 6, 1996, Pages 669-683

  Tirosh, Dina ^a   Stavy, Ruth ^a  

^a TEL AVIV UNIVERSITY   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0009302690     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/0950069960180603     Document Type: Article

References (25)

1. BUCK, P. (1993) Continuous and discontinuous concepts: a tentative, alternative interpretation of the foregoing investigation by Stavy and Tirosh. Chimica Didactica, 19, 160-172. (Text in German)
2. Carey, S. (1992) The origin and evaluation of everyday concepts. In R. N. Giere (ed.) Minnesota Studies in the Philosophy of Science, 15 (Minneapolis: University of Minnesota Press), 89-128.
3. Driver, R., Guesne, E. and Tiberghien, A. (1985) Children’s Ideas in Science (Milton Keynes: Open University Press).
4. Egozi, R. (1993) Subdivision processes in science and mathematics. Unpublished M.A. thesis. Tel-Aviv University, Israel. (Text in Hebrew.)
5. Eylon, B. and Lynn, M. (1988) Learning and instruction: an examination of four research perspectives in science education. Review of Education Research, 58, 251-301.
6. FARKAS, A. (1993) Subdivision processes in material and geometrical objects. Unpublished M.A. thesis, Tel Aviv University, Israel. (Text in Hebrew.)
7. Fischbein, E. (1987) Intuition in Science and Mathematics: An Educational Approach (Dordrecht: Reidel).
8. Fischbein, E., Tirosh, P. and Hess, P. (1979) The intuition of infinity. Educational Studies in Mathematics, 12, 491-512.
9. HAIDAR, A. H. and ABRAHAM, R. (1991) A comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter. Journal of Research in Science Teaching, 20, 919-938.
10. Hart, K. (ed.) (1981) Children’s Understanding of Mathematics: 11-16 (London: John Murray).
11. Hilbert, D. (1964/1925) On the infinite. In P. Benacerrof and H. Putnam (eds), Philosophy of Mathematics (New York: Cambridge University Press), 134-151.
12. Martin, G. and Wheeler, M. M. (1987) Infinity concepts among preservice elementary school teachers. Proceedings of the Tenth Psychology of Mathematics Education Conference, 362-368. Montreal, Canada.
13. Osborne, R. and Freyberg, P. (1985) Learning in Science: the Implications of Children’s Science (Auckland, NZ: Heinemann).
14. PERKINS, D. N. and SIMMONS, R. (1988) Patterns of misunderstanding: an integrative model for science, math, and programming. Review of Education Research, 58, 303-326.
15. PFUNDT, H. (1981) Pre-instructional conception about substances and transformation of substances. In W. Jung, H. Pfundt and C. V. Rhonock (eds) Problems Concerning Students’ Representation of Physics and Chemistry Knowledge (Ludwigsburg: Frankfurt University), 320-341.
16. PLAGET, J. and INHELDER, B. (1963) The Child’s Conception of Space (London: Routledge & Kegan Paul).
17. POINCARE, H. (1906) La Science et Vhypothese (Paris: Flammarion).
18. SIERPINSKA, A. (1987) Humanities students and epistemological obstacles related to limits. Educational Studies in Mathematics, 18 (4), 371-387.
19. STAVY, R. (1990) Children’s conception of changes in the state of matter: from liquid (or solid) to gas. Journal of Research in Science Teaching, 27, 247-266.
20. STAVY, R. and TIROSH, D. (1992) Overgeneralization in mathematics and science: the effect of external similarity. International Journal of Mathematical Education in Science and Technology, 32, 229-248.
21. STAVY, R. and TIROSH, D. (1993a) Subdivision processes in mathematics and science. Journal of Research in Science Teaching, 30, 579-586.
22. STAVY, R. and TIROSH, D. (1993b) When analogy is perceived as such. Journal of Research in Science Teaching, 30, 1229-1239.
23. STAVY, R. and TIROSH, D. (1995, in press) Intuitive rules in science and mathematics: the case of ‘more of A-more of B’. International Journal of Science Education.
24. STERN, E. and MEVARECH, Z. R. (1991) When familiar context does not facilitate mathematical understanding. Unpublished manuscript, Max Planck Institute, Germany.
25. THIJS, G. D. and BERG, E. VAN DEN (1993) Cultural factors in the origin and remediation of alternative conceptions. Paper presented at the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, Ithaca.