Abstract
This article presents the intuitive rules theory, relating to students’ responses to different tasks in science and mathematics. We argue that many alternative conceptions apparently related to different mathematical and scientific domains originate in a small number of intuitive rules: “More A-More B”, “Same A-Same B” and “everything can be divided”. This theory has a strong predictive power. This paper demonstrates this power and discusses possible implications to science and mathematics teacher education.
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© 2001 Kluwer Academic Publishers
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Tsamir, P., Tirosh, D., Stavy, R., Ronen, I. (2001). Intuitive Rules: A Theory and its Implications to Mathematics and Science Teacher Education. In: Behrendt, H., et al. Research in Science Education - Past, Present, and Future. Springer, Dordrecht. https://doi.org/10.1007/0-306-47639-8_23
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DOI: https://doi.org/10.1007/0-306-47639-8_23
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6755-0
Online ISBN: 978-0-306-47639-6
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