A Hypothetical Learning Trajectory on the Logical Inference Called Denial of Antecedent
Abstract
This paper presents the findings on how the design and implementation of a hypothetical learning trajectory (HLT) can promote a conceptual change about an invalid mode of inference frequently used by university students, the denial of antecedent inference. The HLT is situated within the study of the topic of infinite series, and it is designed following the model of logical inferences, cognitive conflict and conceptual change, among other relevant theorical elements. The HLT implementation is based on the framework of classroom interventions addressing key and persistent problems. The orchestration of these theoretical elements under a design-based methodological framework shows advances in the deductive reasoning of the students examined.
Keywords
Hypothetical learning trajectory, Classroom-based interventions, Conceptual change, Denial of the antecedent inference, Design-based researchReferences
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