Abstract
In this paper we describe two episodes of instructional interaction, in which examples are used in order to help students face their misconceptions. We introduce the notions of pivotal example and bridging example and highlight their role in creating and resolving a cognitive conflict. We suggest that the convincing power of counterexamples depends on the extent to which they are in accord with individuals’ example spaces.
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Zazkis, R., Chernoff, E.J. What makes a counterexample exemplary?. Educ Stud Math 68, 195–208 (2008). https://doi.org/10.1007/s10649-007-9110-4
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DOI: https://doi.org/10.1007/s10649-007-9110-4