How Students (Mis-)Understand Science and Mathematics: Intuitive Rules

(Ways of Knowing in Science, 13)
Ruth Stavy, Dina Tirosh

Teachers College Press | 2000 | 127 páginas | chm | 788 kb


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Referência em MathEdu

In this volume, the authors identify three "intuitive rules" and demonstrate how these rules can be used to interpret important misconceptions many students have about science and maths. By showing how learners react in similar ways to scientifically unrelated situations, the authors make a strong case for a theoretical framework that can explain these inconsistencies and predict students' responses to scientific and mathematical tasks. Provided are useful teaching strategies, grounded in this framework, that may be used to strengthen students' abilities to understand scientific and mathematics content.

Table of contents

Introduction

1. How Children and Adults Use the Intuitive Rule “More A-More B” 1

Equality Situations 3

Inequality Situations 31

Some Questions About the Use of This Rule 37

2. Learning About the Intuitive Rule “Same A-Same B” 42

Directly Given Equality 42

Logically Deduced Equality 50

Some Questions About the Use of This Rule 59

3. The Nature of the Intuitive Rule “Everything Can Be Divided” 64

Repeated Halving 65

Decreasing Series 74

Some Questions About the Use of This Rule 78

4. Toward a Theory of Intuitive Rules 82

Theoretical Approaches to Students' Alternative Reasoning and Conceptions 83

Some Questions About the Intuitive Rules Theory 85

5. Using Knowledge About Intuitive Rules: Educational Implications 89

Overcoming the Effects of the Intuitive Rules: General and Specific Teaching Strategies 89

Overcoming the Effects of the Intuitive Rules: Using Related Knowledge in Instruction 97

References 109

Index 119

About the Authors 127