Intuitive rules: A way to explain and predict students' reasoning
 Dina Tirosh,
 Ruth Stavy
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Through our work in mathematics and science education we have observed that students react similarly to a wide variety of conceptually unrelated situations. Our work suggests that many responses which the literature describes as alternative conceptions could be interpreted as evolving from common, intuitive rules. This paper describes and discusses one such rule, manifested when two systems are equal with respect to a certain quantity A but differ in another quantity B. We found that in such situations, students often argue that ‘Same amount of A implies same amount of B’. Our claim is that such responses are specific instances of the intuitive rule ‘Same A—same B’. This approach explains common sources for students'; conceptions and has strong predictive power.
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 Title
 Intuitive rules: A way to explain and predict students' reasoning
 Journal

Educational Studies in Mathematics
Volume 38, Issue 13 , pp 5166
 Cover Date
 19990301
 DOI
 10.1023/A:1003436313032
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Kluwer Academic Publishers
 Additional Links
 Topics
 Industry Sectors
 Authors

 Dina Tirosh ^{(1)}
 Ruth Stavy ^{(1)}
 Author Affiliations

 1. School of Education, Tel Aviv University, Tel Aviv, 69978, Israel