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Modeling the co-development of strat...

Campbell, Mariana Elaine.

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Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving./
Author:	Campbell, Mariana Elaine.
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.
Contained By:	Dissertation Abstracts International73-07A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3498781
ISBN:	9781267225979

Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.
Campbell, Mariana Elaine.

Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving. - 146 p.

Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.

Thesis (Ph.D.)--University of California, Berkeley, 2011.

This dissertation explores the question of how strategic and conceptual knowledge co-develop over the course of several episodes of mathematical problem solving. The core analytic work involves an in-depth microgenetic case study of a single pre-algebra student, Liam, who over six hours of videotaped interaction with a tutor/researcher constructs a deterministic and essentially algebraic algorithm for solving algebra word problems that have an underlying linear structure. Over six hours of videotaped interaction with a tutor/researcher, Liam's later and conceptually more sophisticated strategy is seen to emerge as a gradual refinement of his initial strategy. This focal case study is used to develop a theoretical model of how strategic and conceptual knowledge co-evolve. A novel aspect of the present analysis is that both strategies and the knowledge needed to implement them in problem solving are modeled as complex knowledge systems. The analytic methodology employed in developing the theoretical model is a coordination of Knowledge Analysis (diSessa, 1993; Sherin, 2001) and Microgenetic Learning Analysis (Parnafes & diSessa, submitted; Schoenfeld, Smith, & Arcavi, 1993). The model of co-development of strategic and conceptual knowledge that is developed through the analysis is one of mutual bootstrapping: (1) Within a given strategic frame, a solver activates a particular projection of conceptual knowledge and (2) As the solver creates new conceptual schemes in the context of working within a given particular strategic frame, novel refinements to existing strategies can emerge.

ISBN: 9781267225979Subjects--Topical Terms:

641129
Mathematics education.

Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.
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100 1 $a Campbell, Mariana Elaine. $3 3188343
245 1 0 $a Modeling the co-development of strategic and conceptual knowledge in mathematical problem solving.
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-07(E), Section: A.
500 $a Adviser: Alan H. Schoenfeld.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2011.
520 $a This dissertation explores the question of how strategic and conceptual knowledge co-develop over the course of several episodes of mathematical problem solving. The core analytic work involves an in-depth microgenetic case study of a single pre-algebra student, Liam, who over six hours of videotaped interaction with a tutor/researcher constructs a deterministic and essentially algebraic algorithm for solving algebra word problems that have an underlying linear structure. Over six hours of videotaped interaction with a tutor/researcher, Liam's later and conceptually more sophisticated strategy is seen to emerge as a gradual refinement of his initial strategy. This focal case study is used to develop a theoretical model of how strategic and conceptual knowledge co-evolve. A novel aspect of the present analysis is that both strategies and the knowledge needed to implement them in problem solving are modeled as complex knowledge systems. The analytic methodology employed in developing the theoretical model is a coordination of Knowledge Analysis (diSessa, 1993; Sherin, 2001) and Microgenetic Learning Analysis (Parnafes & diSessa, submitted; Schoenfeld, Smith, & Arcavi, 1993). The model of co-development of strategic and conceptual knowledge that is developed through the analysis is one of mutual bootstrapping: (1) Within a given strategic frame, a solver activates a particular projection of conceptual knowledge and (2) As the solver creates new conceptual schemes in the context of working within a given particular strategic frame, novel refinements to existing strategies can emerge.
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