摘要：This session presents a model that links a constructivist account of learning—reflection on activity-effect relationship (Ref*AER)—with brain research. Rooted in Piaget’s and von Glasersfeld’s scheme theory, Ref*AER postulates a twofold mechanism and two corresponding stages that underlie mathematical knowing and learning (i.e., advancing from not knowing to knowing a new concept). In recent years, Dr. Tzur has linked the Ref*AER framework with networks the brain seems to recruit for processing mathematical objects and/or operations. After presenting the linked, brain-mind model, he will discuss how it opened the way for conducting studies informed by mathematics educators’ interests. Specifically, he will call attention to implications of the model for task design relevant to both fields (neuro, math-ed). Time pending, Dr. Tzur will share preliminary findings of the fMRI study he conducted in collaboration with a cognitive neuroscientist (Dr. Depue) to examine how the brain processes comparisons of whole numbers (e.g., 6 > 5) and of unit fractions (e.g., 1/5 > 1/6).