A4 Refereed article in a conference publication
COMPARING JAPANESE AND FINNISH 6(TH) AND 8(TH) GRADERS' WAYS TO APPLY AND CONSTRUCT DEFINITIONS
Authors: Silfverberg H, Matsuo N
Editors: O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda
Publishing place: Meksiko
Publication year: 2008
Journal: Proceedings of the PME Conference
Journal name in source: PROCEEDINGS OF THE JOINT MEETING OF PME 32 AND PME-NA XXX, VOL 4
Journal acronym: PME CONFERENCE PROCE
First page : 257
Last page: 264
Number of pages: 3
ISSN: 0771-100X
Abstract
Defining mathematical concepts is an important theme. Many researchers have recognized the importance of developing students understanding of the idea of mathematical defining and attempted to propose methods for helping students to achieve a more sophisticated understanding of the defining (e.g. Zaslavsky & Shir 2005). However, little close attention, except the studies like Fujita and Jones (1997) and Ouvrier-Buffet (2006a & 2006b), has been given to how defining skills are actually related to other skills like for instance hierarchical classifications in students' reasoning. The purpose of this paper is to clarify Japanese and Finnish students' ways of defining geometric concepts. Although, both Finland and Japan have been the top countries in international comparisons, such as the OECD Programme for International Student Assessment (PISA), in addition to many similarities, there are also significant differences between Japanese and Finnish students' geometrical thinking.
Defining mathematical concepts is an important theme. Many researchers have recognized the importance of developing students understanding of the idea of mathematical defining and attempted to propose methods for helping students to achieve a more sophisticated understanding of the defining (e.g. Zaslavsky & Shir 2005). However, little close attention, except the studies like Fujita and Jones (1997) and Ouvrier-Buffet (2006a & 2006b), has been given to how defining skills are actually related to other skills like for instance hierarchical classifications in students' reasoning. The purpose of this paper is to clarify Japanese and Finnish students' ways of defining geometric concepts. Although, both Finland and Japan have been the top countries in international comparisons, such as the OECD Programme for International Student Assessment (PISA), in addition to many similarities, there are also significant differences between Japanese and Finnish students' geometrical thinking.
UTU Research Portal