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The Forrnal Setting as Contextfor Cognitive Activities: An Ernpirical Study of Arithmetic Operations under Conflicting Premisses for Comrnunication
Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
1987 (English)In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 2, no 3, 233-245 p.Article in journal (Refereed) Published
Abstract [en]

The general concern of the present article is to contribute to an understanding of the contextual determination of cognitive activities. More specifically, the focus of the empirical research reported has been to study how pupils define and deal with cognitive tasks in situations that are recognised as pedagogical in character. Within the context of their everyday mathematics teaching, 206 twelve year old primary school pupils were given work sheets containing elementary arithmetic problems. The experimental treatment consisted of introducing (through headings and instructions) pedagogical definitions of problems that were in conflict with the nature of the problems themselves. The results indicate that the predefinitions of cognitive activities typical of educational contexts have a strong impact on the way problems are dealt with. Clear differences could be discerned between groups at different achievement levels in the extent to which the cues present in pedagogical contexts were used in defining the problem. A crucial aspect of what are conventionally conceived as differences in mathematical ability seems, judging from the present results, to have more to do with the capacity to decipher ambiguous communicative situations than with the mastery of a mathematical algorithm per se.

Place, publisher, year, edition, pages
Springer Netherlands, 1987. Vol. 2, no 3, 233-245 p.
Keyword [en]
Learning; Learning of arithmetic; Cognitive activity; Learning in school; Contextual effects on learning
National Category
Educational Sciences Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-110832DOI: 10.1007/BF03172730OAI: oai:DiVA.org:liu-110832DiVA: diva2:749284
Available from: 2014-09-23 Created: 2014-09-23 Last updated: 2017-12-05Bibliographically approved
In thesis
1. Tankeform och problemmiljö: skolan som kontext för tänkande i elementär matematik
Open this publication in new window or tab >>Tankeform och problemmiljö: skolan som kontext för tänkande i elementär matematik
1988 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [sv]

Avhandlingen är en sammanfattning av två empiriska studier som analyserar karaktären av kognitiva aktiviteter vid de betingelser för kommunikation som är utmärkande för pedagogiska miljöer. Elever i årskurs 6 har under vanliga matematiklektioner fått lösa vissa räkneuppgifter under olika situationella krav. I det ena experimentet ingår en enkel divisionsuppgift i ur skolsynpunkt oväntade sammanhang. I det andra omges en viss uppgift av i olika omfattning 'stöttande', analoga uppgifter. Resultaten visar att den  mikrokommunikativa problemmiljön har ett avgörande inflytande på hur problem definieras och löses. De svårigheter att framgångsrikt hantera de förelagda uppgifterna som har observerats, tycks i stor utsträckning ha att göra med fastställandet av problemets innebörd snarare än med dess lösning i snäv, algoritmisk bemärkelse. I analysen hävdas att teoretisk och praktisk förståelse av de svårigheter elever har vid elementär problemlösning, måste grundas på insikter rörande de skillnader i att bygga upp och strukturera inlärningsuppgifter som är typiska för skolan som kommunikativ miljö å ena sidan, och de som är naturliga i andra kontexter å den andra.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 1988. 51 p.
Series
SIC (Linköping), ISSN 0280-5634 ; 26
Series
Rapport / Universitetet i Linköping, Institutionen för pedagogik och psykologi, ISSN 0282-4957 ; 126
Keyword
Matematikundervisning, Inlärning. Elever, Problemlösning, Matematik, Mellanstadiet
National Category
Educational Sciences Pedagogy
Identifiers
urn:nbn:se:liu:diva-110831 (URN)LiU-Tema K-RB-88-26 (Local ID)91-7870-406-5 (ISBN)LiU-Tema K-RB-88-26 (Archive number)LiU-Tema K-RB-88-26 (OAI)
Supervisors
Note

S. 1-22: sammanfattning, s. 23-51: 2 uppsatser

Available from: 2014-09-23 Created: 2014-09-23 Last updated: 2014-09-23Bibliographically approved

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Department of Communications StudiesFaculty of Arts and SciencesDepartment of Behavioural Sciences
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European Journal of Psychology of Education
Educational SciencesPedagogy

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