Abstract
The goal of the study was to reconstruct and dismantle a sequence of events that preceded an insight solution to a challenging problem by a ninth-grade student. A three-week long solution process was analysed by means of the theory of shifts of attention. We argue that concurrent focusing on what, how and why the student attends to when working on the problem can adequately explain his insight.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education |
| Editors | P Liljedahl, C Nicol, S Oesterle, D Allan |
| Pages | 377-384 |
| Number of pages | 8 |
| Volume | 4 |
| State | Published - 17 Jul 2014 |
| Event | Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education: Proceedings of the Joint Meeting of PME 38 and PME-NA 36 - Vancouver, Canada, Vancouver, Canada Duration: 15 Jul 2014 → 20 Jul 2014 Conference number: 38,36 |
Conference
| Conference | Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education |
|---|---|
| Abbreviated title | PME 38 and PME-NA 36 |
| Country/Territory | Canada |
| City | Vancouver |
| Period | 15/07/14 → 20/07/14 |