Intuitive rules: A theory and its implications to mathematics and science teacher education

被引：0

作者：

Tsamir, P ^{[1
]}

Tirosh, D ^{[1
]}

Stavy, R ^{[1
]}

Ronen, I ^{[1
]}

机构：

[1] Tel Aviv Univ, Sch Educ, IL-69978 Tel Aviv, Israel

来源：

RESEARCH IN SCIENCE EDUCATION - PAST, PRESENT, AND FUTURE | 2001年

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article presents the intuitive rules theory, relating to students' responses to different tasks in science and mathematics. We argue that many alternative conceptions apparently related to different mathematical and scientific domains originate in a small number of intuitive rules: "More A-More B", "Same A-Same B" and "everything can be divided". This theory has a strong predictive power. This paper demonstrates this power and discusses possible implications to science and mathematics teacher education.

引用

页码：167 / 175

页数：9

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