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Justifications-on-demand as a device to promote shifts of attention associated With relational thinking in elementary arithmetic

Molina, Marta and Mason, John (2009). Justifications-on-demand as a device to promote shifts of attention associated With relational thinking in elementary arithmetic. Canadian Journal of Science Mathematics and Technology Education, 9(4) pp. 224–242.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/14926150903191885
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Abstract

Student responses to arithmetical questions that can be solved by using arithmetical structure can serve to reveal the extent and nature of relational, as opposed to computational thinking. Student responses to probes which require them to justify-on-demand are analysed using a conceptual framework which highlights distinctions between different forms of attention. We analyse a number of actions observed in students in terms of forms of attention and shifts between them: in the short-term (the moment), medium-term (over several tasks), and long-term (over a year). The main factors conditioning students' attention and its movement are identified and some didactical consequences are proposed.

Item Type: Journal Article
Copyright Holders: 2009 OISE
ISSN: 1492-6156
Academic Unit/Department: Mathematics, Computing and Technology > Mathematics and Statistics
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 22600
Depositing User: Sara Griffin
Date Deposited: 17 Aug 2010 11:21
Last Modified: 05 Dec 2012 15:28
URI: http://oro.open.ac.uk/id/eprint/22600
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