The Use of Analogies in Mathematics Instruction: Affordances and Challenges

摘要: Abstract Analogical reasoning is a fundamental aspect of human cognition: People, even young children, engage spontaneously in analogical to make sense unfamiliar situations. However, people often fail use analogies productively, when the are generated by someone other than themselves (e.g., teacher). In this chapter I will discuss challenges using mathematics instruction, as an example analogy “numbers points on line.” This product long-term comparison between numbers and Euclidean line, underlies common representation numbers, namely, number line. Drawing empirical evidence, illustrate affordances along with that it presents for students. Finally, conditions under which can be fruitful elaborating features successful interventions, particularly “bridging analogies” teaching strategy.