Abstract
There is evidence that spontaneous learning leads to relational understanding and high positive affect. To study spontaneous abstracting, a model was constructed by combining the RBC model of abstraction with Krutetskii’s mental activities. Using video-stimulated interviews, the model was then used to analyse the behaviour of two Year 8 students who had demonstrated spontaneous abstracting. The analysis highlighted the crucial role of synthetic and evaluative analysis, two processes that seem unlikely to occur under guided construction.
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Williams, G. Abstracting in the context of Spontaneous Learning. Math Ed Res J 19, 69–88 (2007). https://doi.org/10.1007/BF03217456
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DOI: https://doi.org/10.1007/BF03217456