Forms of Understanding in Mathematical Problem Solving.

Abstract

Analyses of cognitive structures and processes involved in performing instructional tasks can provide objectives for instruction. This chapter focuses on performance that provides evidence of students' understanding. The analyses provide hypotheses about knowledge that constitutes two forms of understanding in the domain of high school geometry. One of these is structural understanding in Wertheimer's (1945/1959) sense, including knowledge that enables transfer of knowledge for solving problems to novel kinds of problems. The other is understanding of a formal principle that characterizes an important general property of solutions of problems in a domain. (Author)

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Document Details

Document Type
Technical Report
Publication Date
Aug 01, 1982
Accession Number
ADA123384

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  • James G. Greeno

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  • University of Pittsburgh

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  • Biomedical
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  • Acquisition
  • Applied Psychology
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  • Cognitive Science
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  • Geometry
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  • Uss Carl Vinson

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