Distinguishing Two Stages of Mathematics Conceptual Learning

By Ron Tzur, Martin A. Simon. 2004

98 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/af93a05e94a8837c17fac8a63ed2bfe169b0c012

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Amy J. Hackenberg
2. Mi Yeon Lee
3. Ron Tzur

In Education

1. Amy J. Hackenberg
2. Mi Yeon Lee
3. Ron Tzur
4. Anderson Norton
5. Jesse L. M. Wilkins
6. E. Tillema
7. Martin A. Simon

Citations in the corpus

• Fine grain assessment of students’ mathematical understanding: participatory and anticipatory stagesin learning a new mathematical conception (2007, background): “This is a noteworthy support because the stage distinction was initially postulated in laboratory settings (Tzur 1996; Tzur and Simon 2004) that did not include a pre-planned examination of students' ability to solve a task only when”
• Relationships between Students' Fractional Knowledge and Equation Writing. (2015, background): “Interiorizing refers to reprocessing the result of a scheme so that it is available in further operating; having interiorized the result of a scheme means a student can anticipate that result prior to activity (Tzur & Simon, 2004).”