The notion of compartmentalization: the case of Richard

One of the important phenomena observed in the learning of mathematics is compartmentalization. This phenomenon occurs when a learner has two different, potentially contradictory schemes in his or her cognitive structure; in a typical case, a student deals with the same mathematical concept in an in...

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Bibliographic Details
Published in:International journal of mathematical education in science and technology 2007-12, Vol.38 (8), p.1065-1073
Main Author: Eraslan, Ali
Format: Article
Language:English
Subjects:
Algebra
Cognitive Structures
Concept Formation
Grade 10
Honors Curriculum
Interviews
Mathematical Concepts
Mathematics Instruction
Mathematics Skills
Task Analysis
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Summary:One of the important phenomena observed in the learning of mathematics is compartmentalization. This phenomenon occurs when a learner has two different, potentially contradictory schemes in his or her cognitive structure; in a typical case, a student deals with the same mathematical concept in an inconsistent or incoherent way, or activates a less relevant scheme to the situation in his or her mind. This research reports a case of compartmentalization phenomenon in which Richard, a tenth-grade algebra honours student, was interviewed on quadratic tasks. Results show evidence for the existence of compartmentalization related to the vertex of a parabola. The article concludes with some suggested educational implications.
ISSN:0020-739X
1464-5211
DOI:10.1080/00207390601129170