The relevance of didactic categories for analysing obstacles in conceptual change: Revisiting the case of multiplication of fractions
By Susanne Prediger. 2008
110 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/755c05f98d730833c103b04c00f0359bfb48e007
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- W. Van Dooren
- J. Grégoire
- Christophe Mussolin
- L. Desmet
- Katharina Loibl
- Aiso Heinze
- A. Desoete
- Thilo Kleickmann
In Statistics and Probability
- W. Van Dooren
- J. Grégoire
- Christophe Mussolin
- L. Desmet
- A. Desoete
- Konstantinos P. Christou
- Katharina Loibl
- L. Mertens
Citations in the corpus
- Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, methodology): “In this vein, our test of pedagogical content knowledge covered well-researched student conceptions and teaching strategies concerning fractions and fractional arithmetic (e.g., Depaepe et al., 2015; Prediger, 2008; Wartha, 2009).”
- Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “To give just one example, knowing that multiplication of natural numbers leads to a result which is larger than each number hampers the understanding of multiplication with fractions (Prediger 2008).”
- Developmental changes in the comparison of decimal fractions (2010, methodology): “Previous studies have applied the conceptual change theory to other mathematical reorganizations, like extensions of number systems (Merenluoto & Lehtinen, 2002; Stafylidou & Vosniadou, 2004; Vamvakoussi & Vosniadou, 2004) or extension of a mathematical symbol and the related operation (Prediger, 20”
- How to develop mathematics-for-teaching and for understanding: the case of meanings of the equal sign (2010, background): “The chosen topic, the equal sign, is only one example among many others, which are crucial for classrooms that aim to facilitate understanding instead of pure routines (e.g. Prediger 2008, for the case of multiplication of fractions).”
- What Fills the Gap between Discrete and Dense? Greek and Flemish Students' Understanding of Density. (2011, background): “In the past few years, the conceptual change perspective on learning has been fruitfully applied in the domain of mathematics (e.g., Greer & Verschaffel, 2007; Prediger, 2008; Verschaffel & Vosniadou, 2004).”
- Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “Though the related effect size indicated that the difference was small, the latter reflects a gap between elementary school students’ procedural and conceptual knowledge of fractions (Aksu 1997, Bulgar 2003, Post et al. 1993, Prediger 2008).”