The Theory of Conceptual Fields

By G. Vergnaud. Human Development, 2009

399 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bae270e4e92ffcd4862414145d0bf1cf65d82a50

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In Education

Citations in the corpus

Teaching and Learning About Whole Numbers in Primary School (2016, background): “…mathematics education researchers proposed that children form schemes of action that help them understand situations (e.g., Cobb and Von Glasersfeld 1983; Nunes and Bryant 1996; Steffe 1994; Steffe and Thompson 2000; Vergnaud 2009; Von Glasersfeld 1981); these schemes are the focus of instruction.”
Learning Mathematics with Technology: The Influence of Virtual Manipulatives on Different Achievement Groups (2012, background): “Mathematical content is learned in developmental progressions characterized by mathematical concepts and processes within a larger conceptual field of mathematical knowledge (clements, Wilson & Sarama, 2004; Steffe & cobb, 1988; Vergnaud, 1996).”
The Importance of Additive Reasoning in Children’s Mathematical Achievement: A Longitudinal Study (2017, background): “…focuses on how children think about mathematics logically (e.g., Bryant, 1995; Carpenter & Moser, 1983; Ginsburg, Klein, & Starkey, 1998; Nunes & Bryant, 1996, 2015; Nunes, Bryant, Barros, & Sylva, 2012; Piaget, 1952; Piaget & Inhelder, 1975; Thompson, 1993, 1994; Vergnaud, 1997, 2009).”
Assistance of students with mathematical learning difficulties: how can research support practice? (2016, background): “In order to emphasise the social shaping of learners’ identities and experiences, Bagger and Roos (2014) used the term “students in need of special education in mathematics” rather than the more commonly used term “students with special needs” (chosen, for example, in naming the topic study group in”