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In This Chapter
-
The Framework Theory Approach Applied to Mathematics Learning
- The Conceptual Change Approach and Mathematics Learning
- Testing the Predictions of the Framework Theory Approach
- Instructional Interventions
- Different Perspectives on the Problem of Prior Knowledge in Mathematics Learning
- The Notion of (Epistemological) Obstacles to Learning
- Intuition in Mathematics
- Emphasizing the Positive Role of Prior Knowledge
- Measurement as a Unifying Aspect of Natural and Non-Natural Numbers
- Building Knowledge of Fractions on Natural Number Sequences
- Conclusion
Abstract
The conceptual change approach to learning emerged in two different research areas, namely science education and cognitive-developmental psychology (Vosniadou, 1999). Researchers in both traditions drew on Kuhn’s (1970) account of scientific change as a source of hypotheses about how concepts change in individuals in the processes of development and learning.
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