Abstracting in the context of spontaneous learning

Williams, Gaye 2007, Abstracting in the context of spontaneous learning, Mathematics education research journal, vol. 19, no. 2, pp. 69-88.

Attached Files
Name Description MIMEType Size Downloads

Title Abstracting in the context of spontaneous learning
Author(s) Williams, GayeORCID iD for Williams, Gaye orcid.org/0000-0002-4739-3564
Journal name Mathematics education research journal
Volume number 19
Issue number 2
Start page 69
End page 88
Publisher MERGA
Place of publication Adelaide, S. A.
Publication date 2007-09
ISSN 1033-2170
2211-050X
Summary There is evidence that spontaneous learning leads to relational understanding and high positive affect. To study spontaneous abstracting, a model was constructed by combining the RBC model of abstraction with Krutetskii's mental activities. Using video-stimulated interviews, the model was then used to analyse the behaviour of two Year 8 students who had demonstrated spontaneous abstracting. The analysis highlighted the crucial role of synthetic and evaluative analysis, two processes that seem unlikely to occur under guided construction.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2007, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30022568

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 8 times in TR Web of Science
Scopus Citation Count Cited 6 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 835 Abstract Views, 20 File Downloads  -  Detailed Statistics
Created: Tue, 19 Jan 2010, 13:53:36 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.