written by Eric Kuo, Danielle Champney, and Angela Little

One thread in education research has been to investigate whether and in what ways students "transfer" conceptual knowledge from one context to another. We argue that in understanding students' reasoning across contexts, it can additionally be productive to attend to their epistemological framing. We present a case study of one student (Will), whose reasoning on two similarly structured approximation problems does not draw on pieces of conceptual knowledge across contexts in a manner that experts might view as productive. We further show that attending to Will's epistemological framing aids our understanding of why he draws on different types of knowledge on the two problems.

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Published January 24, 2013
Last Modified June 27, 2013