Creating action schema based on conceptual knowledge

William Baker; Olen Dias; Bronislaw Czarnocha; Edme Soho

Didactica Mathematicae (2016)

  • Volume: 38
  • ISSN: 0208-8916

Abstract

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Much of constructivist pedagogy focuses on moving past direct instruction or “chalk and talk” to promote active construction of knowledge or teaching for understanding. In this article a group of teacherresearchers conducts two classroom investigations. The first is epistemological (structural) in nature, and the second is functional. In the first investigation, a student’s efforts to employ her conceptual knowledge to guide her actions is analyzed through the lens of a conceptual framework based upon the integration of creativity theory due to Koestler and learning theory due to Piaget. The second investigation focuses on the functional aspect of a teacher’s role in promoting the conceptual based solution activity observed in the first investigation. This functional effort employs visual concepts to direct student actions and is at first ineffective however, later with more transparent structure it is successful. These results suggest student efforts to create action schema and internalize structure through conceptual visuals will depend upon the cognitive gap (ZPD) between the concepts and the coordination involved with the associated actions.

How to cite

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William Baker, et al. "Creating action schema based on conceptual knowledge." Didactica Mathematicae 38 (2016): null. <http://eudml.org/doc/292622>.

@article{WilliamBaker2016,
author = {William Baker, Olen Dias, Bronislaw Czarnocha, Edme Soho},
journal = {Didactica Mathematicae},
keywords = {},
language = {pol},
pages = {null},
title = {Creating action schema based on conceptual knowledge},
url = {http://eudml.org/doc/292622},
volume = {38},
year = {2016},
}

TY - JOUR
AU - William Baker
AU - Olen Dias
AU - Bronislaw Czarnocha
AU - Edme Soho
TI - Creating action schema based on conceptual knowledge
JO - Didactica Mathematicae
PY - 2016
VL - 38
SP - null
LA - pol
KW -
UR - http://eudml.org/doc/292622
ER -

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