Number concept and conceptual change: towards a systemic model of the processes of change

By Kaarina Merenluoto, Erno Lehtinen. 2004

158 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/122333a1424957104f812d9d8b2471ad4cff5088

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Citations in the corpus

Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge (2014, background): “…for these difficulties is that reasoning about fractions requires significant conceptual change in one’s understanding of the number concept because many of the characteristics of natural numbers cannot be applied to fractions (Merenluoto & Lehtinen, 2004; Vamvakoussi & Vosniadou, 2004).”
Naturally Biased? In Search for Reaction Time Evidence for a Natural Number Bias in Adults. (2012, background): “In fact, reasoning that leads to erroneous responses based on natural numbers bears many similarities to intuitive reasoning as described in science and mathematics in the influential work of Fischbein (1987) (see Merenluoto and Lehtinen (2004) for a similar observation).”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “The fraction concept is known to be very challenging, not only for primary school students but also for teachers (Merenluoto and Lehtinen 2004) and for adults in general (Obersteiner et al. 2013; Vamvakoussi et al. 2012; Van Dooren et al. 2015); hence, teaching fractions offers a context for…”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, background): “In a study concerned with the effectiveness of analogy use in tertiary biochemistry textbooks, Orgill and Bodner (2006) have found that textbook authors do not always present pictorial analogies in the most effective manner, nor do they describe the potential limitations of such ERs. As a result, up”
Mental number line, number line estimation, and mathematical achievement : Their interrelations in grades 5 and 6 (2009, background): “Facing this rationale, recent efforts to broaden the scope of conceptual change approaches from science to mathematics learning seem especially worthwhile (Merenluoto & Lehtinen, 2004; Vamvakoussi & Vosniadou, 2004).”
Inhibiting natural knowledge in fourth graders: towards a comprehensive test instrument (2015, background): “Several researchers claim that conceptual change is needed in order to develop a complete understanding of rational numbers (Merenluoto and Lehtinen 2004; Smith et al. 2005; Vamvakoussi and Vosniadou 2004).”