Author(s) |
Scott, Gregory Alan
|
Publication Date |
2007
|
Abstract |
This paper considers three constructs that address different, yet complementary perspectives on student mathematical performance. The three constructs are the relationship between procedural and conceptual forms of knowledge by Hiebert and Lefevre (1986), the psychology of mathematical abilities in schoolchildren as researched by Krutetskii (1976), and the developmental construct of the SOLO model as devised by Biggs and Collis (1982, 1991). It will be appreciated how these constructs derive three different viewpoints of 'structures of knowing' in mathematics resulting in the possibility of transitional pathways to higher-order thinking. "In simplest terms, higher-order thinking measures include all intellectual tasks that call for more than information retrieval." (Baker 1990 p.7)
|
Citation |
Bridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conference, p. 349-369
|
ISBN |
9781920819231
|
Link | |
Publisher |
Australian College of Educators
|
Title |
Investigating Structures of Knowing within Three Relational Constructs, Leading to Higher-Order Mathematical Thinking
|
Type of document |
Conference Publication
|
Entity Type |
Publication
|
Name | Size | format | Description | Link |
---|---|---|---|---|
closed/SOURCE01.pdf | 186.023 KB | application/pdf | Publisher version | View document |
closed/SOURCE03.pdf | 520.946 KB | application/pdf | hidden | View document |
administrative/MODS.xml | 3.921 KB | MODS.xml | View document | |
open/SOURCE02.pdf | 186.023 KB | application/pdf | publisher version (open access) | View document |
open/THUMBNAIL.jpg | 28.274 KB | THUMBNAIL.jpg | View document | |
open/JHOVESOURCE02.xml | 0.542 KB | JHOVE Technical Metadata | View document | |
open/PREMISSOURCE02.xml | 0.919 KB | PREMIS Metadata | View document | |
open/FULLTEXTSOURCE02.txt | 57.947 KB | Full Text of Source | View document | |