Tutoring conjunctions and construction of geometry concepts in the early childhood education: The case of the angle

European Journal of Psychology of Education

Volumn 12, Issue 3, 1997, Pages 235-247

  Filippaki, Niki ^a   Papamichael, Yannis ^a,b  

^a AIX MARSEILLE UNIVERSITY   (France)

^b UNIVERSITY OF PATRAS   (Greece)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031499684     PISSN: 02562928     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (35)

1. Barnier, G. (1994). L'effet-tuteur dans une tâche spatiale chez des enfants d'âge scolaire. Thése pour le doctorat de 3ème cycle. Université de Provence, Aix en Provence.
2. Bronckart, J.P. (1994). Theories of action, speech, natural language and discourse. In J.V. Wertsch, P. del Rio, & A. Alvarez (Eds.), Socio-cultural Studies of Mind (pp. 75-91). Cambridge: Cambridge University Press.
3. Brown, A.L., & Kane, M.D. (1988). Preschool children can learn to transfer: Learning to learn and learning from example. Cognitive Psychology, 20, 493-523.
4. Brown, A.L., Kane, M.J., & Echols, C.H. (1986). Young childrens mental models determine analogical transfer accross problems with a common goal structure. Cognitive Development, 1, 103-121.
5. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
6. Cole, M. (1994). Socio-cultural-historical psychology: Some general remarks and a proposal for a new kind of cultural-genetic methodology. In J.W. Wertsch, P. del Rio, & A. Alvarez (Eds.), Sociocultural Studies of Mind (pp. 187-214). Cambridge: Cambridge University Press.
7. Corriveau, D., Vitaro, F., Cohrane, R., & Côté, R. (1988). Eficacité relative de deux modalités d'apprentissage: Le tutorat et la co-construction. Revue des Sciences de l'Education, 14, 69-81.
8. DiSessa, A. (1982). Unlearning Aristotelian physics: A study of knowledge-based learning. Cognitive Science, 6, 37-75.
9. Fitch, D. (1990). Back to the future: The new generation of Floor Turtles. Logo Exchange, 1, 9-11.
10. Forman, E.A. (1987). Learning through peer instruction: A Vygotskian perspective. The genetic Epistemologist, 15, 6-15.
11. Freudenthal, H. (1973). Mathematics as an educational task. Dordrecht: Reidel Publishers.
12. Gick, M.L., & Holyoak, K.J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
13. Gilly, M. (1987). The psychosocial mechanisms of cognitive constructions. Experimental research and teaching perspectives. International Journal of Educational Research, 13, 607-621.
14. Gilly, M. (1990). Mécanismes psychosociaux des constructions cognitives: Perspectives de recherches à l'âge scolaire. In Gaby Netchine-Grynberg (Ed.), Développement et fonctionnement cognitifs chez l'enfant (pp. 201-222). Paris: Presses Universitaires de France.
15. Girotto, V., Light, P., & Colbourn, C. (1988). Pragmatic schemas and conditional reasoning in children. The Quartely Journal of Experimental Psychology, 40A, 469-482.
16. Goswami, U. (1992). Analogical reasoning in children. Hillsdale, NJ.: Lawrence Erlbaum.
17. Habermas, J. (1987). Théorie de l'agir communicationnel. Paris: Fayard.
18. McCloskey, M. (1983). Naive theories of motion. In D. Gentner & A.L. Stevens (Eds.), Mental Models (pp. 299-324). Hillsdale, MA.: Erlbaum.
19. McCloskey, M., & Kargon, R. (1988). The meaning and use of historical models in the study of intuitive physics. In S. Strauss (Ed.), Ontogeny, phylogeny and historical development (pp. 49-67). Norwood: Ablex.
20. Papert, S. (1981). Jaillissement de l'ésprit. Ordinateurs et apprentissage. Paris: Flamarion.
21. Piaget, J. (1974). Réussir et comprendre. Paris: Presses Universitaires de France
22. Piaget, J., Inhelder, B., & Szeminska, A. (1973/1948). La géométrie spontanée de l'enfant. Paris: Presses Universitaires de France.
23. Resnick, L.B. (1986). The development of mathematical intuition. In M. Perlmutter (Ed.), Perspectives on Intellectual Development: The Minnesota Symposia on Child Psychology (Vol. 19, pp. 159-194). Hillsdale: NJ.: Erlbaum.
24. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
25. Rogoff, B., & Lave, J. (1984). Everyday cognition. Its development in social context. Cambridge, MA.: Harvard University Press.
26. Roux, J.P., Gilly, M. (1993). Social significance of tasks, routines and pragmatic schemas in distribution activities. European Journal of Social Psychology, 23, 355-371.
27. Schoenfeld, A. (1986). On having and using geometric Knowledge. In J. Hiebert (Ed.), Conceptual and procedural Knowledge: The case of mathematics (pp. 225-265). Hillsdale, NJ.: Lawrence Erlbaum.
28. Simmons, M., & Cope, D. (1990). Fragile knowledge of angle in turtle geometry. Educational Studies in Mathematics, 21, 375-382.
29. Simmons, M., & Cope, D. (1993). Angle and rotation: Effects of different types of feedbacks on the quality of response. Educational Studies in Mathematics, 27, 163-176.
30. Tudge, J. (1992). Processes and consequences of peer collaboration: A Vygotskian analysis. Child Development, 63, 1364-1379.
31. Vosniadou, S. (1994). Universal and culture-specific proprietes of childrens mental models of the earth. In L.A. Hirschfeld & S.A. Gelman (Eds.), Mapping The Mind (pp. 412-430). Cambridge: Cambridge University Press.
32. Vygotsky, L.S. (1985/1934). Pensée et Langage. Paris: Editions Sociales.
33. Wertch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA.: Harvard University Press.
34. Wertch, J.V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA.: Harvard University Press.
35. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-105.