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dc.contributor.authorVamvakoussi, X.en
dc.contributor.authorVosniadou, St.en
dc.date.accessioned2015-11-24T18:45:05Z-
dc.date.available2015-11-24T18:45:05Z-
dc.identifier.issn0959-4752-
dc.identifier.urihttps://olympias.lib.uoi.gr/jspui/handle/123456789/17855-
dc.rightsΠανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών-
dc.subjectConceptual changeen
dc.subjectRational numbersen
dc.subjectDensityen
dc.titleUnderstanding the structure of the set of rational numbers: a conceptual change approachen
heal.typejournalArticle-
heal.type.enJournal articleen
heal.type.elΆρθρο Περιοδικούel
heal.identifier.primaryhttp://dx.doi.org/10.1016/j.learninstruc.2004.06.013-
heal.identifier.secondaryhttp://www.sciencedirect.com/science/article/pii/S095947520400043X-
heal.accesscampus-
heal.recordProviderΠανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών και Τεχνολογιών. Τμήμα Βιολογικών Εφαρμογών και Τεχνολογιώνel
heal.publicationDate2004-
heal.abstractIn the present article, we argue that the conceptual change approach to learning can apply in the case of mathematics, taking into consideration the particular nature of mathematical knowledge and the neurobiological bases of mathematical cognition. In the empirical study that is reported in this article, we investigated ninth graders’ understanding of algebraic and structural properties of rational numbers, from a conceptual change perspective. We make the point that understanding rational numbers is not indiscriminately difficult. We show that prior knowledge about natural numbers supports students dealing with algebraic properties of rational numbers, while the idea of discreteness is a fundamental presupposition, which constrains students’ understanding of density.en
heal.journalNameLearning and Instructionen
heal.journalTypepeer-reviewed-
heal.fullTextAvailabilityTRUE-
Appears in Collections:Άρθρα σε επιστημονικά περιοδικά ( Ανοικτά)

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