Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/4122
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dc.contributor.authorScott, Gregory Alanen
local.source.editorEditor(s): Terrence Hays and Rafat Hussainen
dc.date.accessioned2010-01-12T16:16:00Z-
dc.date.issued2007-
dc.identifier.citationBridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conference, p. 349-369en
dc.identifier.isbn9781920819231en
dc.identifier.urihttps://hdl.handle.net/1959.11/4122-
dc.description.abstractThis 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)en
dc.languageenen
dc.publisherAustralian College of Educatorsen
dc.relation.ispartofBridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conferenceen
dc.titleInvestigating Structures of Knowing within Three Relational Constructs, Leading to Higher-Order Mathematical Thinkingen
dc.typeConference Publicationen
dc.relation.conferenceBridging the Gap between Ideas and Doing Research 2006: Inaugural Postgraduate Research Conferenceen
dcterms.accessRightsUNE Greenen
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
local.contributor.firstnameGregory Alanen
local.subject.for2008130208 Mathematics and Numeracy Curriculum and Pedagogyen
local.subject.seo2008930102 Learner and Learning Processesen
local.profile.schoolSchool of Educationen
local.profile.emailgscott26@myune.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:4973en
local.date.conference8th - 11th August, 2006en
local.conference.placeArmidale, Australiaen
local.publisher.placeDeakin West, Australiaen
local.format.startpage349en
local.format.endpage369en
local.peerreviewedYesen
local.access.fulltextYesen
local.contributor.lastnameScotten
dc.identifier.staffune-id:gscott26en
local.profile.roleauthoren
local.identifier.unepublicationidune:4221en
dc.identifier.academiclevelAcademicen
local.title.maintitleInvestigating Structures of Knowing within Three Relational Constructs, Leading to Higher-Order Mathematical Thinkingen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.une.edu.au/faculties/professions/Resources/2006proceedings.pdfen
local.relation.urlhttp://trove.nla.gov.au/version/38825080en
local.conference.detailsBridging the Gap between Ideas and Doing Research 2006: Inaugural Postgraduate Research Conference, Armidale, Australia, 8th - 11th August, 2006en
local.search.authorScott, Gregory Alanen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/cb682eda-af95-4bc9-b904-149ae5244acaen
local.uneassociationUnknownen
local.year.published2007en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/cb682eda-af95-4bc9-b904-149ae5244acaen
local.date.start2006-08-08-
local.date.end2006-08-11-
Appears in Collections:Conference Publication
School of Education
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