The Abstraction Process of Limit Knowledge

Autor/inn/en	Sezgin Memnun, Dilek; Aydin, Bünyamin; Özbilen, Ömer; Erdogan, Günes
Titel	The Abstraction Process of Limit Knowledge
Quelle	In: Educational Sciences: Theory and Practice, 17 (2017) 2, S.345-371 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Abstract Reasoning; Models; Mathematics Education; Recognition (Psychology); Semi Structured Interviews; Observation; Participant Observation; Prior Learning; Foreign Countries; Case Studies; High School Students; Problem Solving; Turkey + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Analogiemodell; Mathematische Bildung; Recognition; Wiedererkennen; Beobachtung; Teilnehmende Beobachtung; Vorkenntnisse; Ausland; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Türkei
Abstract	The RBC+C abstraction model is an effective model in mathematics education because it gives the opportunity to analyze research data through cognitive actions. For this reason, we aim to examine the abstraction process of the limit knowledge of two volunteer participant students using the RBC+C abstraction model. With this aim, the students' abstraction processes were examined over "recognition", "building-with", "construction", and "consolidation". In the process, three problems that enable students to use their pre-knowledge were designed by the researchers to reveal the students' mathematical thinking levels, abstraction processes, and finally to improve a new structure. These problems were used in the application, and students' dialogues were video-recorded. The "semi-constructed interview" and "observation" data-collection methods were used in this process, and one of the researchers participated in the study as a "participant observer". The data was analyzed and interpreted by transcribing the video recordings into written text and grouping them into the cognitive actions of the RBC+C model. In conclusion, these students were indicated to have managed "recognizing" and "building-with" their pre-knowledge on sequence, function, and infinity, and thus constructing knowledge on limits. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01