Open Access paper published by Charis Voutsina, Lois George and Keith Jones in Educational Studies in Mathematics
Utilising microgenetic qualitative methods, the research reveals underlying dynamics of change in learning showing that “a child’s stable performance or consistent delivery of the same type of answer to a problem (correct or incorrect) does not necessarily mean that learning is not growing.”
Voutsina, C., George, L., & Jones, K. (2019). Microgenetic analysis of young children’s shifts of attention in arithmetic tasks: underlying dynamics of change in phases of seemingly stable task performance. Educational Studies in Mathematics. DOI: 10.1007/s10649-019-09883-w