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• W25389466 abstract "Understanding often is defined inconsistently, ambiguously, or narrowly, and consequently the relation between understanding and cognitive processing on mathematical tasks is not very clear. Many forms of behavior are related to understanding, and a framework is needed to describe these various forms in an integrated way. A “contextual space” is proposed for classifying different types of performance related to understanding elementary mathematical concepts. The two dimensions of this space are the type of activity involved (applying, justifying, and evaluating solution procedures) and the degree of generality with which these activities are exercised. These two aspects can be used to construct a “profile” that reflects the contexts in which an individual shows various forms of understanding. Acquisition of understanding can be described in terms of the sequences of profiles that emerge, and these sequences have implications for characterizing the mechanisms underlying changes in knowledge." @default.
• W25389466 created "2016-06-24" @default.
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• W25389466 creator A5068152198 @default.
• W25389466 date "1992-01-01" @default.
• W25389466 modified "2023-10-09" @default.
• W25389466 title "Chapter 3 Understanding Elementary Mathematics" @default.
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• W25389466 doi "https://doi.org/10.1016/s0166-4115(08)60885-7" @default.
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