Please use this identifier to cite or link to this item:
|Title:||Flexible use of symbolic tools for problem solving, generalization, and explanation|
|Authors:||Warner, Lisa B.|
Schorr, Roberta Y.
Davis, Gary E.
|Citation:||Warner, L.B., Schorr, R.Y. & Davis, G.E. (2009). Flexible use of symbolic tools for problem solving, generalization and explanation. ZDM -- International Journal of Mathematics Education, 41 (5), 663-679. doi: 10.1007/s11858-009-0190-8.|
|Abstract:||We provide evidence that student representations can serve different purposes in the context of classroom problem solving. A strategy used expressly to solve a problem might be represented in one way, and in another way when the problem is generalized or extended, and yet in another way when the solution strategy is explained to peers or a teacher. We discuss the apparent long-term memory implications this has regarding the preferences that students have for their original versus later developed representations, and how these preferences relate to the use of representational flexibility in classroom settings.|
|Appears in Collections:||Education|
Files in This Item:
|Warner_Schorr_Davis_ZDM_May_19_2009_rev.pdf||postprint||989.72 kB||Adobe PDF|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.