Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study.

Autor/inn/en	Carpenter, Thomas P.; und weitere
Titel	Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study.
Quelle	(1988), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Addition; Elementary Education; Elementary School Mathematics; Instructional Improvement; Mathematics Achievement; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Number Concepts; Problem Solving; Subtraction; Teacher Behavior; Teaching Methods + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementare Mathematik; Schulmathematik; Unterrichtsqualität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Problemlösen; Subtraktion; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study used knowledge derived from classroom-based research on teaching and laboratory-based research on children's learning to improve teachers' classroom instruction and students' achievement. Twenty first-grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in which they studied findings on children's development of problem-solving skills in addition and subtraction. Other first-grade teachers (N=20) were assigned randomly to a control group. Although instructional practices were not prescribed, experimental teachers taught problem solving significantly more and number facts significantly less than control teachers. Experimental teachers encouraged students to use a variety of problem solving strategies, and they listened to processes their students used significantly more than did control teachers. They believed that instruction should build upon students' existing knowledge more than did control teachers, and they knew more about individual students' problem-solving processes. Experimental students' exceeded control students in number fact knowledge, problem solving, reported understanding, and reported confidence in problem solving. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC