## Construal level theory and mathematics education

dc.contributor.advisor | Craig, Tracy S | en_ZA |

dc.contributor.author | Torr, Stuart | en_ZA |

dc.date.accessioned | 2014-11-05T03:50:22Z | |

dc.date.available | 2014-11-05T03:50:22Z | |

dc.date.issued | 2013 | en_ZA |

dc.description | Includes bibliographical references. | en_ZA |

dc.description.abstract | A common complaint of mathematics students is that mathematics is highly abstract. Students often find it difficult to attach meaning to the mathematical concepts they are expected to master. In addition to coming to grips with the abstract nature of the subject, mathematical proficiency requires engagement at a more concrete level. Students must be able to perform step by step algorithmic procedures, detailed algebraic manipulations and master new symbol systems. Mathematical competence often requires thinking at high and low levels of abstraction almost simultaneously and this creates a tension which lies at the core of mathematics education. This tension has been addressed in the literature on procedural versus conceptual approaches to mathematics education and in the literature on cognitive and metacognitive mathematical demands. Construal level theory, and to a lesser extent dual process theory, are theories in cognitive and social psychology which provide a lens through which the difficulties of reasoning at multiple levels of abstraction can be viewed. Construal level theory posits that thinking about psychologically distant objects influences the extent to which we view possibly unrelated objects abstractly or concretely. Psychological distance and abstract thought are cognitively linked together and make up Far Mode thinking. Psychological proximity and concrete thinking are intrinsically linked together to form Near Mode thinking. It is argued that construal level theory forms a useful framework for interpreting much mathematics education research as well as helping to explain the difficulties students experience in implementing problem solving heuristic strategies. Evidence is presented suggesting that priming mathematics students to adopt either a Near or Far mental mode has an impact on their performance in solving conceptually challenging mathematical problems. | en_ZA |

dc.identifier.apacitation | Torr, S. (2013). <i>Construal level theory and mathematics education</i>. (Thesis). University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Mechanical Engineering. Retrieved from http://hdl.handle.net/11427/9132 | en_ZA |

dc.identifier.chicagocitation | Torr, Stuart. <i>"Construal level theory and mathematics education."</i> Thesis., University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Mechanical Engineering, 2013. http://hdl.handle.net/11427/9132 | en_ZA |

dc.identifier.citation | Torr, S. 2013. Construal level theory and mathematics education. University of Cape Town. | en_ZA |

dc.identifier.ris | TY - Thesis / Dissertation AU - Torr, Stuart AB - A common complaint of mathematics students is that mathematics is highly abstract. Students often find it difficult to attach meaning to the mathematical concepts they are expected to master. In addition to coming to grips with the abstract nature of the subject, mathematical proficiency requires engagement at a more concrete level. Students must be able to perform step by step algorithmic procedures, detailed algebraic manipulations and master new symbol systems. Mathematical competence often requires thinking at high and low levels of abstraction almost simultaneously and this creates a tension which lies at the core of mathematics education. This tension has been addressed in the literature on procedural versus conceptual approaches to mathematics education and in the literature on cognitive and metacognitive mathematical demands. Construal level theory, and to a lesser extent dual process theory, are theories in cognitive and social psychology which provide a lens through which the difficulties of reasoning at multiple levels of abstraction can be viewed. Construal level theory posits that thinking about psychologically distant objects influences the extent to which we view possibly unrelated objects abstractly or concretely. Psychological distance and abstract thought are cognitively linked together and make up Far Mode thinking. Psychological proximity and concrete thinking are intrinsically linked together to form Near Mode thinking. It is argued that construal level theory forms a useful framework for interpreting much mathematics education research as well as helping to explain the difficulties students experience in implementing problem solving heuristic strategies. Evidence is presented suggesting that priming mathematics students to adopt either a Near or Far mental mode has an impact on their performance in solving conceptually challenging mathematical problems. DA - 2013 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 T1 - Construal level theory and mathematics education TI - Construal level theory and mathematics education UR - http://hdl.handle.net/11427/9132 ER - | en_ZA |

dc.identifier.uri | http://hdl.handle.net/11427/9132 | |

dc.identifier.vancouvercitation | Torr S. Construal level theory and mathematics education. [Thesis]. University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Mechanical Engineering, 2013 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/9132 | en_ZA |

dc.language.iso | eng | en_ZA |

dc.publisher.department | Department of Mechanical Engineering | en_ZA |

dc.publisher.faculty | Faculty of Engineering and the Built Environment | |

dc.publisher.institution | University of Cape Town | |

dc.title | Construal level theory and mathematics education | en_ZA |

dc.type | Master Thesis | |

dc.type.qualificationlevel | Masters | |

dc.type.qualificationname | MPhil | en_ZA |

uct.type.filetype | Text | |

uct.type.filetype | Image | |

uct.type.publication | Research | en_ZA |

uct.type.resource | Thesis | en_ZA |

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