Learning concepts such as multiplication are transphenomenal, spanning genetic structure, bodily activity, social interaction and cultural tools¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Experienced teachers understand even a 'simple' concept like multiplication as transphenomenal, involving genetic structure, bodily activity, social interaction, and cultural tools across grade levels. → Jörg 2007

Evidence¶

Jörg 2007¶

Jörg, T., Davis, B. & Nickmans, G. (2007). Towards a new, complexity science of learning and education. Educational Research Review, 2(2), 145–156. https://doi.org/10.1016/j.edurev.2007.09.002

q1 · i? · theoretical · r3

Illustrative argument in Section 4.2: when experienced teachers are asked where a learner's understanding of multiplication comes from, their collective response spans biological predispositions, physical experiences, early formal elaborations, middle-grade applications, and increasingly abstract senior-grade interpretations.

"In other words, for teachers, the “simple” concept of multiplication is recognized as transphe-nomenal, involving genetic structure, bodily activity, social interaction, and cultural tools. In brief, multiplication is a complex concept."

Discussion¶

Related Claims¶

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• Engaging whole-class teaching used simple communication, concrete and visual aids, and simple interactive activities — related
• The framework's first Goal I program goal is helping students understand interdisciplinary concepts through studies of human experience, with the remaining goals implicit in the illustrative objectives — related