Students’ reflective concepts
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The analysis of Cycle III in Chapter 7 revealed how students can develop their situative measure of Typical by engaging in mathematizing activities and broadening the contextual neighborhood of their situated abstractions. The resulting situative measures showed some similarity to the general measures. It also appeared that the students’ reflective activities had an impact on their mathematizing activities, and that comparing different measures seems to be a task that elicits both types of activity.
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