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Learning and Instruction

Volume 14, Number 5

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Table of Contents

Number of articles: 7

  1. Understanding the structure of the set of rational numbers: a conceptual change approach

    Xenia Vamvakoussi & Stella Vosniadou

    In the present article, we argue that the conceptual change approach to learning can apply in the case of mathematics, taking into consideration the particular nature of mathematical knowledge and ... More

    pp. 453-467

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  2. Making sense of the minus sign or becoming flexible in ‘negativity’

    Joëlle Vlassis

    This article focuses on the kinds of conceptual changes that occur when students have to deal with negative numbers in elementary algebraic operations. Interviews were carried out with twelve 8th... More

    pp. 469-484

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  3. Remedying secondary school students’ illusion of linearity: a teaching experiment aiming at conceptual change

    Wim Van Dooren, Dirk De Bock, An Hessels, Dirk Janssens & Lieven Verschaffel

    Already at a very young age, children experience the wide applicability and intrinsic simplicity of linear/proportional relations. In primary and secondary school mathematics education, moreover,... More

    pp. 485-501

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  4. The development of students’ understanding of the numerical value of fractions

    Stamatia Stafylidou & Stella Vosniadou

    An experiment is reported that investigated the development of students’ understanding of the numerical value of fractions. A total of 200 students ranging in age from 10 to 16 years were tested... More

    pp. 503-518

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  5. Number concept and conceptual change: towards a systemic model of the processes of change

    Kaarina Merenluoto & Erno Lehtinen

    The research on conceptual change has so far mainly dealt with cognitive outcomes, but especially during the last few years there has been a growing interest in and discussion about the processes... More

    pp. 519-534

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  6. What can mathematics education gain from the conceptual change approach? And what can the conceptual change approach gain from its application to mathematics education?

    Dina Tirosh & Pessia Tsamir

    pp. 535-540

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  7. The growth of mathematics through conceptual restructuring

    Brian Greer

    pp. 541-548

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