A Taxonomy for Categorizing Generalizations: Generalizing Actions and Reflection Generalizations

By Amy B. Ellis. 2007

143 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6f95faaad5e6155ce2660d8cc939eec9fb53f4d9

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice (2012, methodology): “…on extended, conceptually oriented classroom instruction, followed by the use of transfer tasks in clinical interviews (Ginsburg, 1997), but one could use a series of interviews or examine the use of novel tasks during instruction (e.g., as illustrated by Ellis, 2007, and Sinha et al., 2010).”
Exploring mathematical connections of pre-university students through tasks involving rates of change (2018, background): “Ellis [52] points out that identifying common features is an activity of generalization, but we believe that this specific group of students does not achieve to extend their reasoning beyond this identification of common features.”
The Influence of Reasoning with Emergent Quantities on Students' Generalizations (2007, unknown): “does not mean that students will generalize that pattern correctly (Blanton & Kaput, 2002, April; Ellis, 2007a; English & Warren, 1995; Lee, 1996; Lee &Wheeler, 1987; Orton & Orton, 1994; Stacey, 1989; Stacey & MacGregor, 1997).”
“Noticing” as an Alternative Transfer of Learning Process (2012, background): “…in classrooms that involve interconnected sets of events, engagement in social interactions with others, much longer instructional sequences, and the use of additional learning resources during transfer events (Bransford & Schwartz, 1999; Ellis, 2007a, 2007b; Engle, 2006; Sinha et al., 2010).”
Hidden lessons: How a focus on slope-like properties of quadratic functions encouraged unexpected generalizations ☆ (2008, background): “…spirit of Kaput’s (1999) view, we therefore define generalization as engaging in at least one of three activities: (a) identifying commonality across cases, (b) extending one’s reasoning beyond the range in which it originated, or (c) deriving broader results from particular cases (Ellis, 2007).”
Generalizing-Promoting Actions: how Classroom Collaborations Can Support Students Mathematical Generalizations (2011, background): “Bianca remarked, “Isn’t DiL/DiH = a the same thing as mine, as the DiRoG over 2 equals a ?” By engaging in the generalizing action of relating (Ellis, 2007) her classmate’s equation as identical to her own, Bianca was publicly generalizing by creating a relationship of similarity across the two equa”