Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflective Abstraction

By Martin A. Simon, Ron Tzur, Karen Heinz, Margaret T Kinzel. 2004

197 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b3159f014bbcc1c0dda4e5f6bf87feaf315e34f2

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. John Mason
2. Joanne Lobato
3. Ron Tzur
4. Amy B. Ellis
5. Martin A. Simon
6. Paul Goldenberg
7. David Clarke
8. David Tall

In Education

1. John Mason
2. Joanne Lobato
3. Amy B. Ellis
4. Ron Tzur
5. Martin A. Simon
6. Paul Goldenberg
7. Rosana Nogueira de Lima
8. David Clarke

Citations in the corpus

• Shedding light on and with example spaces (2008, background): “Watson & Shipman (this volume) connect this process with what Simon and colleagues describe as reflection on the relationship between activity and its perceived effect (Simon et al 2005, see also Tzur in press).”
• Key Developmental Understandings in Mathematics: A Direction for Investigating and Establishing Learning Goals (2006, background): “My colleagues and I have been working on a framework that can guide pedagogical approaches to the development of KDUs (Simon & Tzur, 2004; Simon et al., 2004).”
• Fine grain assessment of students’ mathematical understanding: participatory and anticipatory stagesin learning a new mathematical conception (2007, background): “The general constructs were formulated in three recent theoretical papers (Simon and Tzur 2004; Simon et al. 2004; Tzur and Simon 2004) as an elaboration on six constructivist 274 R.”
• Procedural embodiment and magic in linear equations (2008, background): “For instance, Simon et al. (2004) have focused on the relationship between activity and effect where both the activity and its effect (as noticed by the learner) serve as a basis for a new conception.”
• Participatory and Anticipatory Stages of Mathematical Concept Learning: Further Empirical and Theoretical Development. (2016, unknown): “Simon and Tzur (Simon et al., 2004; Tzur & Simon, 2004) used effect to refer to one of the actions that were part of the coordination of actions, whereas result has a different meaning.”
• Initiating and Eliciting in Teaching: A Reformulation of Telling. (2005, background): “According to Steffe and D'Ambrosio (1995), creating such provocations requires a deep appreciation by teachers of their students' mathematical knowledge.”