Educational Studies in Mathematics

, Volume 68, Issue 3, pp 195–208

What makes a counterexample exemplary?

Article

DOI: 10.1007/s10649-007-9110-4

Cite this article as:
Zazkis, R. & Chernoff, E.J. Educ Stud Math (2008) 68: 195. doi:10.1007/s10649-007-9110-4

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.

Keywords

Cognitive conflict Conceptual change Pivotal example Bridging example Example space Proof scheme 

Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  1. 1.Faculty of EducationSimon Fraser UniversityBurnabyCanada

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