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Journal article

Drawing inferences from learners’ examples and questions to inform task design and develop learners’ spatial knowledge

Abstract:

Examples that learners generate, and questions they ask while generating examples, are both sources for inferring about learners’ thinking. We investigated how inferences derived from each of these sources relate, and how these inferences can inform task design aimed at advancing students’ knowledge of scale factor enlargement (i.e. scaling). The study involved students in two secondary schools in England who were individually tasked to generate examples of scale factor enlargements in relati...

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Publication status:
Published
Peer review status:
Peer reviewed
Version:
Accepted Manuscript

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Publisher copy:
10.1016/j.jmathb.2017.06.001

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Department:
Oxford, SSD, Education
Role:
Author
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Department:
Worcester College
Role:
Author
Publisher:
Elsevier Publisher's website
Journal:
Journal of Mathematical Behavior Journal website
Volume:
47
Pages:
35–53
Publication date:
2017-07-06
Acceptance date:
2017-06-08
DOI:
ISSN:
0732-3123
Pubs id:
pubs:703103
URN:
uri:16caa3c7-7cc8-458d-b3fe-ca18a7ae3398
UUID:
uuid:16caa3c7-7cc8-458d-b3fe-ca18a7ae3398
Local pid:
pubs:703103

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