ABSTRACT
A particular view of conceptual change is presented in this chapter, and its implications for teaching for conceptual change are illustrated through a detailed example of how young students make sense of price and pricing and how they become able to make better sense of the same. In the fi rst part of the chapter, we characterize our approach to conceptual change. The second part of the chapter is one single example dealt with in considerable detail, followed by the third part in which theoretical issues are refl ected in the main example. The way of presenting our research approach is operational: we want to show how we do it.
