Connecting New Knowledge to Old: Uncovering Hidden Premises in Mathematical Explanation

Autor/in	Klosterman, Peter
Titel	Connecting New Knowledge to Old: Uncovering Hidden Premises in Mathematical Explanation
Quelle	In: Australian Primary Mathematics Classroom, 23 (2018) 2, S.23-26 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Mathematics Instruction; Mathematics Skills; Prior Learning; Foreign Countries; Knowledge Level; Thinking Skills; Teacher Student Relationship; Multiplication; Grade 5; Elementary School Mathematics; Elementary School Students; Elementary School Teachers; Australia; United States + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorkenntnisse; Ausland; Wissensbasis; Denkfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Multiplikation; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien; USA
Abstract	Despite the numerous benefits that stem from a coherent mathematical understanding, it is uncommon for teachers to encourage students to form a developed web of mathematical connections (Mousley, 1999). Additionally, when students explain their thinking, they frequently do not state how their reasoning connects to prior knowledge. This obscures important mathematical connections between new knowledge and prior knowledge, making it more likely that the class will view new mathematical knowledge as isolated pieces of information. When students lack mathematical coherence, they are more likely to forget new information and be unsuccessful in transferring their knowledge to new situations (Fennema & Romberg, 1999). In this article, the author presents a framework to help teachers prompt their students to explicitly connect new ideas back to prior knowledge. Making these sorts of explicit connections as a regular practice will help students to achieve the understanding proficiency in the "Australian Curriculum: Mathematics" of "mak[ing] connections between related concepts and progressively apply[ing] the familiar to develop new ideas" (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017, p.5). (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01