Abstract
This chapter presents an approach in mathematical teaching and learning that centers on facilitating student’s coherent concept image formation via guided reinvention. The key to forming a coherent concept image lies in the proper understanding of a particular concept. To do this effectively, instead of passively receiving a mathematical notion from a teacher, students take an active role to re-invent the mathematical notion for themselves. There are three general stages in this approach: (1) motivating; (2) investigative and exploring; and (3) reinventing. Three implementations of such an approach are presented in this chapter: (I) areas of closed figures and their formulas; (II) fractions addition and subtraction with different denominators; and (III) the rigorous definition of the limit of a sequence. Details and philosophy of the implementations will be summarized and discussed. Copyright © 2017 Springer Nature Singapore Pte Ltd.
| Original language | English |
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| Title of host publication | Emerging practices in scholarship of learning and teaching in a digital era |
| Editors | Siu Cheung KONG, Tak Lam WONG, Min YANG, Cheuk Fai CHOW, Ka Ho TSE |
| Place of Publication | Singapore |
| Publisher | Springer |
| Pages | 233-244 |
| ISBN (Print) | 9789811033445, 9789811033421, 9811033420 |
| DOIs | |
| Publication status | Published - 2017 |