An approach to facilitate coherent concept image formation via guided reinvention

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish
Title of host publicationEmerging practices in scholarship of learning and teaching in a digital era
EditorsSiu Cheung KONG, Tak Lam WONG, Min YANG, Cheuk Fai CHOW, Ka Ho TSE
Place of PublicationSingapore
PublisherSpringer
Pages233-244
ISBN (Print)9789811033445, 9789811033421, 9811033420
DOIs
Publication statusPublished - 2017

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Citation

Cheng, K. H.-F., & Kong, S. C. (2017). An approach to facilitate coherent concept image formation via guided reinvention. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Emerging practices in scholarship of learning and teaching in a digital era (pp. 233-244). Singapore: Springer.