Abstraction in Context: Epistemic Actions

By Rina Hershkowitz, Baruch B. Schwarz, T. Dreyfus. 2001

384 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5b506f8377804996835911d9b2fdf9cf3b1cd341

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Citations in the corpus

A dialectical approach to the formation of mathematical abstractions (2007, methodology): “We now turn to human mediation, an area barely touched upon by Hershkowitz, Schwarz, and Dreyfus (2001).”
Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning (2004, background): “Dreyfus and his colleagues (Kieran and Dreyfus, 1998; Hershkowitz et al., 2001) have also studied these processes.”
A Transfer-in-Pieces Consideration of the Perception of Structure in the Transfer of Learning (2010, background): “Later sessions often resembled teaching interviews (Hershkowitz et al., 2001) as I became more active in challenging and questioning students’ reasoning.”
How "Focusing Phenomena" in the Instructional Environment Support Individual Students' Generalizations (2003, background): “We also follow Hershkowitz, Schwarz, and Dreyfus (2001) in their efforts to situate the abstraction process.”
Transfer in Pieces (2006, methodology): “Echoing this sense of fixedness, Hershkowitz et al. (2001) suggested that learned structures become “more consolidated” through use in activities beyond initial learning, apparently to the advantage of future transfer.”
The Role of Context in Developing Informal Statistical Inferential Reasoning: A Classroom Study (2011, methodology): “When developing concepts for IIR the data-context assisted students to enter into the learning process of abstracting (Hershkowitz et al., 2001).”
Learning the integral concept by constructing knowledge about accumulation (2014, methodology): “Abstraction in Context (AiC) is a methodological–theoretical framework designed for analysing the construction of abstract mathematical knowledge during the learning process (Hershkowitz et al. 2001; Schwarz et al. 2009).”
Abstraction and consolidation of the limit procept by means of instrumented schemes: the complementary role of three different frameworks (2008, background): “We also pay attention that Nurit’s construction is observed by means of verbalization with a language more and more precise which is one of the characteristics of the consolidation phase (Hershkowitz et al. 2001).”