Shifts in reasoning - The Case of Extending Number Concepts

Pearla Nesher, Irit Peled

Research output: Contribution to journalArticlepeer-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 languageEnglish
Pages (from-to)67-79
Number of pages13
JournalEducational Studies in Mathematics
Volume17
Issue number1
DOIs
StatePublished - Feb 1986

ASJC Scopus subject areas

  • General Mathematics
  • Education

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