| dc.contributor.author | Eraslan A. | |
| dc.date.accessioned | 2020-06-21T09:27:17Z | |
| dc.date.available | 2020-06-21T09:27:17Z | |
| dc.date.issued | 2007 | |
| dc.identifier.issn | 0020-739X | |
| dc.identifier.uri | https://doi.org/10.1080/00207390601129170 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12712/3990 | |
| dc.description.abstract | 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. | en_US |
| dc.language.iso | eng | en_US |
| dc.relation.isversionof | 10.1080/00207390601129170 | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.title | The notion of compartmentalization: The case of Richard | en_US |
| dc.type | article | en_US |
| dc.contributor.department | OMÜ | en_US |
| dc.identifier.volume | 38 | en_US |
| dc.identifier.issue | 8 | en_US |
| dc.identifier.startpage | 1065 | en_US |
| dc.identifier.endpage | 1073 | en_US |
| dc.relation.journal | International Journal of Mathematical Education in Science and Technology | en_US |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
