Extending the conceptual change approach to mathematics learning and teaching

By Stella Vosniadou, Lieven Verschaffel. 2004

251 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2d30f97c358d00c7c30d619946c8ea734dc921e1

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Citations in the corpus

Cognitive Foundations of Learning Argumentation (2007, background): “Carey & Smith, 1993; Keil, 1998; Vosniadou & Verschaffel, 2004 ), children from an early age construct implicit theories that are constantly reviewed in their interaction with the world, but this construction is not intentionally addressed to seek knowledge: instead, it is unconscious.”
How Many Decimals Are There Between Two Fractions? Aspects of Secondary School Students’ Understanding of Rational Numbers and Their Notation (2010, methodology): “…approach to conceptual change (Vosniadou, 2007; Vosniadou et al., 2008) was originally developed to explain students’ persistent misconceptions in science learning, but has been recently used productively in the area of mathematics learning as well (Vosniadou & Verschaffel, 2004; Vosniadou, 2007).”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “Literature on conceptual change further discusses how certain knowledge can hamper the acquisition of new knowledge, if existing and new knowledge components are not compatible (e.g., Chi et al. 1994; Prediger 2008; Vosniadou and Verschaffel 2004).”
Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “For example, sometimes it is possible to induce a certain cognitive conflict (Vosniadou and Verschaffel 2004), to illustrate an overarching mathematical idea (OECD 2003), or to confront students with typical misunderstandings (Smith et al. 1994; Kunter and Voss 2013).”
How Many Numbers are there in a Rational Numbers Interval? Constraints, Synthetic Models and the Effect of the Number Line (2007, background): “In terms of the conceptual change theoretical framework that we adopt (Vosniadou, this volume; Vosniadou & Verschaffel, 2004 ), this complex network of relations and operations constitutes young children’s initial explanatory framework of number (see also Smith, Solomon, & Carey, 2005).”
The Cognitive-Situative Divide and the Problem of Conceptual Change (2007, background): “In view of the above-mentioned criticisms and based on empirical findings and theoretical approaches coming from cognitive developmental studies (eg, Carey, 1985 ; Hatano & Inagaki, 1994 ; Keil, 1992 ), Vosniadou (2002 , 2003 , in press; Vosniadou & Verschaffel, 2004 ) proposed a modified inte”
Developmental changes in the comparison of decimal fractions (2010, methodology): “It has also recently been applied to the learning of mathematics (Vamvakoussi, 2007; Vosniadou & Verschaffel, 2004).”
What makes a counterexample exemplary? (2008, background): “Tirosh and Tsamir 2004; Vosniadou and Verschaffel 2004 ).”
Mental number line, number line estimation, and mathematical achievement : Their interrelations in grades 5 and 6 (2009, background): “The search for commonalities and differences between these two fields is thus a useful direction for future research (Vosniadou & Verschaffel, 2004).”
“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, background): “Conceptual change often involves the addition or deletion of beliefs during the process of reorganizing the framework theories in which the beliefs are embedded (Vosniadou, 2002; 2004), such as the belief that planet is a fixed, unchanging construct.”