Shifts in reasoning - The Case of Extending Number Concepts

Pearla Nesher; Irit Peled

doi:10.1007/BF00302379

Shifts in reasoning - The Case of Extending Number Concepts

Pearla Nesher, Irit Peled

Department of Mathematics Education

Research output: Contribution to journal › Article › peer-review

Abstract

The process of transition from a novice's state to that of an expert, in the constrained domain of decimals, is described in terms of explicit, intermediate, and transitional rules which are consistent, yet erroneous. These rules can be traced to former rules already established in earlier knowledge domains. Empirical data from children at grades 6, 7, 8 and 9 will demonstrate the evolution of an expert's knowledge through an elaborated learning path.

Original language	English
Pages (from-to)	67-79
Number of pages	13
Journal	Educational Studies in Mathematics
Volume	17
Issue number	1
DOIs	https://doi.org/10.1007/BF00302379
State	Published - Feb 1986

ASJC Scopus subject areas

Mathematics (all)
Education

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10.1007/BF00302379

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abstract = "The process of transition from a novice's state to that of an expert, in the constrained domain of decimals, is described in terms of explicit, intermediate, and transitional rules which are consistent, yet erroneous. These rules can be traced to former rules already established in earlier knowledge domains. Empirical data from children at grades 6, 7, 8 and 9 will demonstrate the evolution of an expert's knowledge through an elaborated learning path.",

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Shifts in reasoning - The Case of Extending Number Concepts

Abstract

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