Growth in Mathematical Understanding: How Can We Characterise It and How Can We Represent It?.

Pirie, Susan; Kieren, Thomas

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Peer reviewed

ERIC Number: EJ491805

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0013-1954

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Growth in Mathematical Understanding: How Can We Characterise It and How Can We Represent It?

Pirie, Susan; Kieren, Thomas

Educational Studies in Mathematics, v26 n2-3 p165-90 Mar 1994

Proposes a model for the growth of mathematical understanding based on the consideration of understanding as a whole, dynamic, leveled but nonlinear process. Illustrates the model using the concept of fractions. How to map the growth of understanding is explained in detail. (Contains 26 references.) (MKR)

Descriptors: Cognitive Processes, Cognitive Structures, Elementary Secondary Education, Fractions, Learning Theories, Mathematics Education, Mathematics Instruction, Models, Schemata (Cognition)

Publication Type: Opinion Papers; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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