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Relevant bibliographies by topics / Pirie and Kieren Theory of Understanding

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Academic literature on the topic 'Pirie and Kieren Theory of Understanding'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Pirie and Kieren Theory of Understanding"

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Arisandi, Eka Novi, and Yusuf Fuad. "DEVELOPMENT OF STUDENTS' UNDERSTANDING OF EXPONENTIAL BASED ON COGNITIVE STYLE." JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS 3, no. 1 (2020): 10. http://dx.doi.org/10.26740/jppms.v3n1.p10-20.

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Abstrak — Pemahaman adalah faktor penting dalam pembelajaran matematika. Salah satu teori tentang pemahaman adalah Teori Pirie-Kieren. Teori Pirie-Kieren menjelaskan tentang pertumbuhan pemahaman. Faktor internal yang mempengaruhi pemahaman siswa adalah gaya kognitif. Ada berbagai jenis gaya kognitif, salah satunya adalah gaya kognitif pemahaman konsep berbasis waktu, yaitu gaya kognitif Reflektif-Impulsif. Tujuan dari penelitian ini adalah untuk menggambarkan tingkat pemahaman siswa SMP tentang perpangkatan berdasarkan teori Pirie-Kieren dan gaya kognitif reflektif-impulsif. Penelitian ini me

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Runesson, Ulla. "Pedagogical and learning theories in lesson and learning studies – revisited." International Journal for Lesson and Learning Studies 5, no. 4 (2016): 295–99. http://dx.doi.org/10.1108/ijlls-07-2016-0017.

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Purpose The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning. Design/methodology/approach The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study.

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Sagala, Viktor. "PROFIL LAPISAN PEMAHAMAN MAHASISWA CALON GURU." Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika 3, no. 4 (2015): 170. http://dx.doi.org/10.25139/sm.v3i4.1034.

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At the end of the decade was diverse any researches has been done regarding understanding. Pegg and Tall (2005) identified two types of theories of cognitive growth of global and local. Dubinsky with APOS theory (action, process, object, scheme), Pirie & Kieren with the model of understanding.layer (level). Pirie &Kieren (1994) has provided a theoretical framework of eight levels (layers) of understanding, namely; i) primitive knowing, ii) image making, iii) image having, iv) property noticing, v) formalizing, vi) observing, vii) structuring and viii) inventising. Martin (2008) describ

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Syafiqoh, N., S. M. Amin, and T. Y. E Siswono. "Analysis of Student’s Understanding of Exponential Concept: A Perspective of Pirie-Kieren Theory." Journal of Physics: Conference Series 1108 (November 2018): 012022. http://dx.doi.org/10.1088/1742-6596/1108/1/012022.

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Martin, Lyndon, and Jo Towers. "Folding back and growing mathematical understanding: a longitudinal study of learning." International Journal for Lesson and Learning Studies 5, no. 4 (2016): 281–94. http://dx.doi.org/10.1108/ijlls-04-2016-0010.

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Purpose The purpose of this paper is to summarize some of the key findings and approaches used in documenting the authors’ longitudinal studies of mathematical learning and understanding. In particular, it focuses on “folding back,” a theoretical construct originally developed by Susan Pirie and Tom Kieren, to show how, over the last two decades, the authors have taken up, built-upon, and elaborated this construct in relation to Pirie and Kieren’s wider theorizing and in relation to classroom practice. Design/methodology/approach The paper documents the various methodologies and methods the au

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Nopa, J. R., D. Suryadi, and A. Hasanah. "The 9th grade students’ mathematical understanding in problem solving based on Pirie-Kieren theory." Journal of Physics: Conference Series 1157 (February 2019): 042122. http://dx.doi.org/10.1088/1742-6596/1157/4/042122.

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Martin, Lyndon C. "Folding back and the dynamical growth of mathematical understanding: Elaborating the Pirie–Kieren Theory." Journal of Mathematical Behavior 27, no. 1 (2008): 64–85. http://dx.doi.org/10.1016/j.jmathb.2008.04.001.

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Yao, Xiangquan, and Azita Manouchehri. "Teacher Interventions for Advancing Students’ Mathematical Understanding." Education Sciences 10, no. 6 (2020): 164. http://dx.doi.org/10.3390/educsci10060164.

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The relationship between teacher interventions and students’ mathematical thinking has been the subject of inquiry for quite some time. Using the Pirie–Kieren theory for dynamic growth in mathematical understanding, this study documents teacher interventions that support students’ growth toward developing a general understanding of a mathematical idea in a designed learning environment. By studying the interactions of seven middle school students and the teacher-researcher working on a two-week unit on geometric transformations within a dynamic geometry environment, this study identified nine

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Codes, Myriam, María Teresa González Astudillo, María Laura Delgado Martín, and María Consuelo Monterrubio Pérez. "Growth in the understanding of infinite numerical series: a glance through the Pirie and Kieren theory." International Journal of Mathematical Education in Science and Technology 44, no. 5 (2013): 652–62. http://dx.doi.org/10.1080/0020739x.2013.781690.

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Yao, Xiangquan. "Characterizing Learners’ Growth of Geometric Understanding in Dynamic Geometry Environments: a Perspective of the Pirie–Kieren Theory." Digital Experiences in Mathematics Education 6, no. 3 (2020): 293–319. http://dx.doi.org/10.1007/s40751-020-00069-1.

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Dissertations / Theses on the topic "Pirie and Kieren Theory of Understanding"

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Martin, Lyndon C. "The nature of the folding back phenomenon within the Pirie-Kieren theory for the growth of mathematical understanding and the associated implications for teachers and learners of mathematics." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310356.

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Duzenli, Gokalp Nurgul. "A Study On Sixth Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615371/index.pdf.

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The purposes of this study were to investigate sixth grade students&rsquo<br>understanding of multiplication of fractions in terms of the Pirie&ndash<br>Kieren Model of Understanding in the light of use of multiple representations and to improve mapping feature of the current theory to increase depicting power of the maps produced. One of the qualitative research methods, case study design was used. This study was conducted with two sixth grade students at a public school in Etimesgut, Ankara in the spring semester of 2009-2010. Students learnt fractions. They completed activity sheets during

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Gibbons, Stacie Joyce. "Manipulatives and the Growth of Mathematical Understanding." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3212.

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The purpose of this study was to describe how manipulatives facilitated the growth of one group of high school students' mathematical understanding of combinatorics and Pascal's Triangle. The role of manipulatives in mathematics education has been extensively studied, but much of the interest in manipulatives is focused on the general uses of manipulatives to support student learning. Unfortunately, there is a lack of research that explicitly defines how manipulatives can help students develop mathematical understanding. I have chosen to examine mathematical understanding through the lens of t

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George, Lois Grace. "Children's learning of the partitive quotient fraction sub-construct and the elaboration of the don't need boundary feature of the Pirie-Kieren theory." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411237/.

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Using a qualitative, exploratory, microgenetic research design, this research study examines the strategies that children who had only been taught the part-whole fraction sub-construct used for finding the fraction associated with solving partitive quotient problems over a sequence of tasks. Additionally, a key feature of the Pirie-Kieren theory for growth of mathematical understanding, which has not been previously extended empirically, is elaborated. Nine Year 5 children, who engaged in eight individual task-based interviews, over a six-week period, provide the data for this study. The resea

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Conference papers on the topic "Pirie and Kieren Theory of Understanding"

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Putri, Reni Albertin, and Susiswo. "Analysis of layer of primitive knowing of high school students in linear function material: A study of application of student activity sheets based on Pirie Kieren theory." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000525.

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