id: 05776663
dt: j
an: 2011b.00644
au: Fujita, Taro; Jones, Keith
ti: Learnerâ€™s understanding of the definitions and hierarchical
classification of quadrilaterals: towards a theoretical framing.
so: Res. Math. Educ. 9, No. 1, 3-20 (2007).
py: 2007
pu: Taylor \& Francis (Routledge), Abingdon, Oxfordshire; British Society for
Research into Learning Mathematics (BSRLM)
la: EN
cc: G40 B50
ut: quadrilaterals; reasoning; teacher trainee knowledge
ci:
li: doi:10.1080/14794800008520167
ab: Summary: Defining and classifying quadrilaterals, though an established
component of the school mathematics curriculum, appears to be a
difficult topic for many learners. The reasons for such difficulties
relate to the complexities in learning to analyse the attributes of
different quadrilaterals and to distinguish between critical and
noncritical aspects. Such learning, if it is to be effective, requires
logical deduction, together with suitable interactions between concepts
and images. This paper reports on an analysis of data from a total of
263 learners. The main purpose of the paper is to present a theoretical
framing that is intended to inform further studies of this important
topic within mathematics education research. This theoretical framing
relates prototype phenomenon and implicit models to common cognitive
paths in the understanding of the relationship between quadrilaterals.
rv: