Evoking Cognitive Conflict and Intellectual Awareness of Students: A study in the topic of combinatorics

摘要

The present study was a part of a broader research aimed at designing instructional learning which can evoke students' conflict cognitive and intellectual awareness. The specific purposes of this study were reviewing factors which can evoke conflict cognitive and intellectual awareness of students and designing a basis model to create an instructional learning. Literature studies were applied in two main parts. Firstly, the study reviewed the stages of conflict cognitive process and intellectual awareness including their destructive factors. The second, the study reviewed several strategies in solving these problems. The findings suggest that there are some factors which can hamper the occurrence of cognitive conflict and intellectual awareness of which one of them is mathematics anxiety. These factors can be overcome by inducing and applying pivotal counterexample, problem solving strategy, and realistic mathematics education to the basic model of learning instructional design.