意义(存在)
定性推理
对象(语法)
认识论
培训转移
特征(语言学)
认知科学
心理学
计算机科学
认知心理学
人工智能
语言学
哲学
作者
Joanne Lobato,Daniel Siebert
标识
DOI:10.1016/s0732-3123(02)00105-0
摘要
This paper extends recent efforts to critique and reconceive transfer by using an empirical study to rethink the surface/structure distinction of the traditional transfer paradigm. The findings suggest that what researchers typically consider a surface feature can present conceptual complexities for students that are more structural in nature than previously understood. In particular, we investigated the quantitative reasoning (meaning reasoning with measurable properties of an object) that is involved in making sense of a typical transfer situation. Two related analyses — one focused on quantitative reasoning and one on transfer — were performed on a case study. The results document how a student reconstructed his understanding of the relationships among quantities in a complex transfer situation in such a way that he was able to see the situation as fundamentally proportional in nature and subsequently make connections with previous proportional-reasoning experiences from a teaching experiment. In our discussion of the findings, we identify four relationships between quantitative reasoning and transfer.
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