Rethinking Intensive Quantities via Guided Mediated Abduction

@inproceedings{Abrahamson2012RethinkingIQ,
  title={Rethinking Intensive Quantities via Guided Mediated Abduction},
  author={Dor Abrahamson},
  year={2012}
}
Some intensive quantities, such as slope, velocity, or likelihood, are perceptually privileged in the sense that they are experienced as holistic, irreducible sensations. However, the formal expression of these quantities uses a/b analytic metrics; for example, the slope of a line is the quotient of its rise and run. Thus, whereas students’ sensation of an intensive quantity could serve as a powerful resource for grounding its formal expression, accepting the mathematical form requires students… CONTINUE READING

References

Publications referenced by this paper.
Showing 1-10 of 78 references

Not too slippery a slope: Fostering student grounding of the mathematics of slope in perceptions of steepness

I. E. Thacker
Unpublished master’s thesis, University of California, Berkeley. • 2010
View 3 Excerpts
Highly Influenced

A student’s synthesis of tacit and mathematical knowledge as a researcher’s lens on bridging learning theory

D. Abrahamson
International Electronic Journal of Mathematics Education, 4(3), 195–226. • 2009
View 4 Excerpts
Highly Influenced

Dewey, Peirce, and the learning paradox

R. S. Prawat
American Educational Research Journal, 36, 47–76. • 1999
View 4 Excerpts
Highly Influenced

Distributed by design: On the promises and pitfalls of collaborative learning with multiple representations

T. White, R. Pea
Journal of the Learning Sciences, • 2011
View 1 Excerpt

Rational number and proportional reasoning: Using intensive quantities to promote achievement in mathematics and science

C. Howe, T. Nunes, P. Bryant
International Journal of Science and Mathematics Education, • 2011

The collaborative invention of meaning: A short history of evolving ideas

J. Bamberger
Psychology of Music, 39(1), 82–101. • 2011
View 1 Excerpt

Similar Papers

Loading similar papers…