Bibliografie tematyczne: „Commognitive conflict”

1

Baek, Seungju. "A Case Study of Commognitive Conflict between High School Students' Intuitive Infinitesimal Discourse and School Mathematics Discourse". Korean Society of Educational Studies in Mathematics - School Mathematics 25, nr 3 (30.09.2023): 433–58. http://dx.doi.org/10.57090/sm.2023.09.25.3.433.

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This study was conducted to identify high school students' thought of infinitesimals and the resulting commognitive conflict with school mathematics discourse. Data collection was conducted in two stages: an open-ended questionnaire survey and follow-up interviews. The open-ended questionnaire was composed of questions to identify students' thoughts on the existence of infinitesimals and their opinions on conflict situations related to infinitesimals. Interviews were conducted with students who showed infinitesimal opinion in answering open-ended questionnaires. As a result of the study, some students revealed the idea that infinitesimals and infinitely large numbers exist, and showed conflicts by presenting narratives that contradicted the narratives of school mathematics. In addition, some students expressed their disagreement with the meta-rules of school mathematics, which adopts an intuitive explanation in the justification method of 0.999...=1 and the expression of the relationship between points, lines, and planes. The appearance of students experiencing conflict and the phenomenon of refuting and questioning the meta-rules of school mathematics could be interpreted as a commognitive conflict between students' discourse and school mathematics discourse. The specific appearance of commogntive conflict that emerged as a result of this study can serve as basic data for the exploration of teaching and learning methods that help students recognize the need for rigorous mathematical definitions and justifications and promote the transition to new discourse.

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Ignacio, Avelino, i Louis Robert Sison. "Mathematical discourses on propositional equivalence: An exploration through the commognitive lens". International Journal of Learning and Teaching 14, nr 4 (9.09.2022): 112–24. http://dx.doi.org/10.18844/ijlt.v14i4.7056.

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This paper describes the mathematical learning of purposively sampled second-year Bachelor of Secondary Education mathematics majors from a state university in Bulacan province on propositional equivalence concept within the Logic and Set Theory course via a commognitive lens. This small-scale study employed exploratory qualitative research with one class recording, one focus group, and select activity outputs. Four participants in the focus group were sampled based on commognitive conflict occurrences. The teacher-researcher operated as a co-participant in the mathematical discourse. The dean's approval and participants' informed consent were observed, explaining the research objectives and confidentiality scope. The findings present accounts and descriptions of participants' mathematical discourses through the commognitive lens: word use, visual mediators, endorsed narratives, and routine practices that describe Logic and Set Theory discourses on the propositional equivalence concept from a participationist's learning standpoint.

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3

Ignacio, Avelino, i Louis Robert Sison. "Mathematical discourses on propositional equivalence: An exploration through the commognitive lens". International Journal of Learning and Teaching 14, nr 3 (9.09.2022): 108–20. http://dx.doi.org/10.18844/ijlt.v14i3.7056.

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This paper describes the mathematical learning of purposively sampled second-year Bachelor of Secondary Education mathematics majors from a state university in Bulacan province on propositional equivalence concept within the Logic and Set Theory course via a commognitive lens. This small-scale study employed exploratory qualitative research with one class recording, one focus group, and select activity outputs. Four participants in the focus group were sampled based on commognitive conflict occurrences. The teacher-researcher operated as a co-participant in the mathematical discourse. The dean's approval and participants' informed consent were observed, explaining the research objectives and confidentiality scope. The findings present accounts and descriptions of participants' mathematical discourses through the commognitive lens: word use, visual mediators, endorsed narratives, and routine practices that describe Logic and Set Theory discourses on the propositional equivalence concept from a participationist's learning standpoint.

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4

Rabin, Jeffrey M., Evan Fuller i Guershon Harel. "Double negative: The necessity principle, commognitive conflict, and negative number operations". Journal of Mathematical Behavior 32, nr 3 (wrzesień 2013): 649–59. http://dx.doi.org/10.1016/j.jmathb.2013.08.001.

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Pratiwi, Enditiyas, Toto Nusantara, Susiswo Susiswo i Makbul Muksar. "Routines’ errors when solving mathematics problems cause cognitive conflict". International Journal of Evaluation and Research in Education (IJERE) 11, nr 2 (1.06.2022): 773. http://dx.doi.org/10.11591/ijere.v11i2.21911.

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<p><span lang="EN-US">Many studies showed that cognitive conflict often occurs in learning and when solving mathematics problems. However, very few studies have looked at cognitive conflicts in solving mathematics problems, incredibly improper fraction problems. This descriptive qualitative study described and analyzed students’ errors in solving mathematics problems using a commognitive perspective. The data was collected using a test sheet instrument, where students do the test think-aloud. The answers on the student test sheets were analyzed by adjusting the think-aloud that was carried out, and then the interview process was carried out as a form of triangulation of the method in the study. The data analysis results showed that there was a routine error that causes cognitive conflict when solving the improper fraction problem. The error that occurred indicates that the routine can and cannot resolve the cognitive conflict that occurs. This study’s findings indicated the importance of routine procedures to be understood so that their use is appropriate for solving mathematical problems.</span></p>

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6

Thoma, Athina, i Elena Nardi. "Transition from School to University Mathematics: Manifestations of Unresolved Commognitive Conflict in First Year Students’ Examination Scripts". International Journal of Research in Undergraduate Mathematics Education 4, nr 1 (29.11.2017): 161–80. http://dx.doi.org/10.1007/s40753-017-0064-3.

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7

Kontorovich, Igor’. "Pre-university students square-root from squared things: A commognitive account of apparent conflicts within learners' mathematical discourses". Journal of Mathematical Behavior 64 (grudzień 2021): 100910. http://dx.doi.org/10.1016/j.jmathb.2021.100910.

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8

Lee, Jihyun. "From the Area Under a Curve to the Limit of Riemann Sums: The Transition of Discourse on Definite Integrals from the 2015 Revised High School Curriculum to University Calculus". Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, nr 2 (31.05.2023): 389–418. http://dx.doi.org/10.29275/jerm.2023.33.2.389.

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The transition from high school to university mathematics presents significant challenges for understanding definite integrals. In high school, students learn that definite integral is the difference between the two antiderivatives evaluated at the endpoints. However, in university calculus, the definition of the definite integral is based on the limit of Riemann sums. To facilitate students’ transition, we employed commognitive theory to design teaching and learning activities that incorporated the history of definite integrals. Our study aimed to document changes in students’ discourse on definite integrals and analyze the conflicts they encountered in the transition. In the pre-survey, most students believed that the area under a curve was the definition of the definite integral. However, in the post-survey, many students accepted the limit of Riemann sums as the formal definition. Moreover, students demonstrated growth in substantiating narratives on the connection between areas (or the limits of Riemann sums) and antiderivatives. Utilizing the history of mathematics, we provided suitable contexts to discuss explicitly the change in word use of the definite integral. Students’ self-reports indicated that history helped them understand the reasons behind the new definition of definite integral. Additionally, rather than disregarding the high school definition as incorrect or imprecise, students could relearn it in connection with the university discourse. Our study contributes to designing a smooth transition from high school to university mathematics and for mathematics teachers to adapt to the inverse transition.

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9

Lu, Jijian, Yuwei Zhang i Yangjie Li. "Visual analysis of commognitive conflict in collaborative problem solving in classrooms". Frontiers in Psychology 14 (20.12.2023). http://dx.doi.org/10.3389/fpsyg.2023.1216652.

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In today’s knowledge-intensive and digital society, collaborative problem-solving (CPS) is considered a critical skill for students to develop. Moreover, international education research has embraced a new paradigm of communication-focused inquiry, and the commognitive theory helps enhance the understanding of CPS work. This paper aims to enhance the CPS skills by identifying, diagnosing, and visualizing commognitive conflicts during the CPS process, thereby fostering a learning-oriented innovative approach and even giving the script of technology-assisted feedback practices. Specifically, we utilized open-ended mathematical tasks and multi-camera video recordings to analyze the commognitive conflicts in CPS among 32 pairs, comprising 64 Year 7 students. After selecting the high-quality, medium-quality, and low-quality student pairs based on the SOLO theory, further investigations were made in the discourse diagnosis and visual analysis for the knowledge dimensions of commognitive conflict. Finally, it was discovered that there is a need to encourage students to focus on and resolve commognitive conflicts while providing timely feedback. Visual studies of commognitive conflict can empower AI-assisted teaching, and the intelligent diagnosis and visual analysis of CPS provide innovative solutions for teaching feedback.

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10

"Mathematical Discourses on Propositional Equivalence: An Exploration through the Commognitive Lens". Asian Journal of Research in Education and Social Sciences, 1.08.2022. http://dx.doi.org/10.55057/ajress.2022.4.2.14.

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This paper describes the mathematical learning of purposively sampled second-year Bachelor of Secondary Education mathematics majors from a state university in Bulacan province on propositional equivalence concept within the Logic and Set Theory course via a commognitive lens. This small-scale study employed exploratory qualitative research with one class recording, one focus group, and select activity outputs. Four participants in the focus group were sampled based on commognitive conflict occurrences. The teacher-researcher operated as a co-participant in the mathematical discourse. The dean's approval and participants' informed consent were observed, explaining the research objectives and confidentiality scope. The findings present accounts and descriptions of participants' mathematical discourses through the commognitive lens: word use, visual mediators, endorsed narratives, and routine practices that describe Logic and Set Theory discourses on the propositional equivalence concept from a participationist's learning standpoint.

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