Remedying secondary school students' illusion of linearity: A teaching experiment aiming at conceptual change

Learning and Instruction

Volumn 14, Issue 5 SPEC.ISS., 2004, Pages 485-501

  Van Dooren, Wim ^a,b   De Bock, Dirk ^a,c   Hessels, An ^a   Janssens, Dirk ^a   Verschaffel, Lieven ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

^b FUND FOR SCIENTIFIC RESEARCH   (Belgium)

^c EHSAL   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 13844250410     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2004.06.019     Document Type: Article

References (21)

1. Collins A. Brown J.S. & Newman S.E. Cognitive apprenticeship: teaching the crafts of reading, writing and mathematics In Resnick L.B. (Ed.), Knowing, learning and instruction. Essays in honor of Robert Glaser 1989 (pp. pp) Lawrence Erlbaum Associates Hillsdale, NJ
2. Cramer K. Post T. & Currier S. Learning and teaching ratio and proportion: Research implications In Owens D.T. (Eds.) Research ideas for the classroom: Middle grades mathematics 1993 159-178 Macmillan New York
3. CREM Des grandeurs aux espaces vectoriels: La linéarité comme fil conducteur 2002 Author Nivelles
4. De Bock D. Van Dooren W. Janssens D. & Verschaffel L. Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students' errors Educational Studies in Mathematics 50 2002 311-334
5. De Bock D. Verschaffel L. & Janssens D. The predominance of the linear model in secondary school students' solutions of word problems involving length and area of similar plane figures Educational Studies in Mathematics 35 1998 65-83
6. De Bock D. Verschaffel L. & Janssens D. The effects of different problem presentations and formulations on the illusion of linearity in secondary school students Mathematical Thinking and Learning 4 2002 65-89
7. De Bock D. Verschaffel L. Janssens D. Van Dooren W. & Claes K. Do realistic contexts and graphical representations always have a beneficial impact on students' performance? Negative evidence from a study on modelling non-linear geometry problems Learning and Instruction 13 2003 441-463
8. Freudenthal H. Didactical phenomenology of mathematical structures 1983 Reidel Dordrecht
9. Galilei G. Discorsi e dimostrazioni matematiche intorna a due nuove scienze 1638 Dover New York
10. Gravemeijer K. Developing realistic mathematics education 1994 Freudenthal Institute Utrecht, The Netherlands
11. Limon M. On the cognitive conflict as an instructional strategy for conceptual change Learning and Instruction 11 2001 357-380
12. Mason L. Introduction to special issue "Instructional practices for conceptual change in science domains" Learning and Instruction 11 2001 259-263
13. NCTM Curriculum and evaluation standards for school mathematics 1989 Author Reston, VA
14. Poortvliet R. & Huygen W. Gnomes 1977 Harry N. Abrams Inc New York
15. Rouche N. Prouver: Amener à l'évidence ou contrôler des implications? In Commission inter-IREM Histoire et Epistémologie des Mathématiques (Ed.) La démonstration dans l'histoire 1989 8-38 IREM Lyon
16. van den Brink J. & Streefland L. Young children (6-8)-ratio and proportion Educational Studies in Mathematics 10 1979 403-420
17. Van Dooren W. De Bock D. Depaepe F. Janssens D. & Verschaffel L. The illusion of linearity: Expanding the evidence towards probabilistic reasoning Educational Studies in Mathematics 53 2003 113-138
18. Vosniadou S. Conceptual change research: State of the art and future directions In Schnotz W. Vosniadou S. & Carretero M. (Ed.) New perspectives on conceptual change 1999 3-13 Oxford Pergamon
19. Vosniadou S. Exploring the relationships between conceptual change and intentional learning In Sinatra G.M. & Pintrich P.R. (Eds.) Intentional conceptual change 2003 377-406 London Lawrence Erlbaum Associates
20. Vosniadou S. & Brewer W.F. Mental models of the earth: A study of conceptual change in childhood Cognitive Psychology 24 1992 535-585
21. Vosniadou S. Ioannides C. Dimitrakopoulou A. & Papademetriou E. Designing learning environments to promote conceptual change in science Learning and Instruction 11 2001 381-419