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- W3204251299 abstract "The goals of the study were to design and investigate a teaching-learning environment that encourage freedom and autonomy of pre-service teachers in constructing their own new geometrical concept, and to analyze the dialectic process of the concept construction in the designed environment. A dialectic process of the participants’ defining activity emerged from the necessity to resolve the tensions between hypothesizing the concept’s examples and the appropriate critical attributes. Such a process created a vivid learning trajectory, in which learners examined logically the ways in which the examples, the critical attributes and the definition match. In this way, the three elements of the mathematical concept cannot play a passive role, or be neglected, and it appeared that prototypical examples were not created, so that no example is more dominant than others. The groups constructed different concepts, but with full harmony between its definition, example space, and concept-critical attributes." @default.
- W3204251299 created "2021-10-11" @default.
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- W3204251299 date "2021-12-01" @default.
- W3204251299 modified "2023-10-18" @default.
- W3204251299 title "Construction of a geometrical concept within a dialectical learning environment" @default.
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- W3204251299 doi "https://doi.org/10.1016/j.jmathb.2021.100913" @default.
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