Travelling the Road to Expertise: A Longitudinal Study of Learning [Konferenzbericht] Paper presented at the 29th Conference of the International Group for the Psychology of Mathematics Education (Melbourne, Australia, Jul 10-15, 2005), v1 p19-36.

Autor/in	Stacey, Kaye
Titel	Travelling the Road to Expertise: A Longitudinal Study of Learning [Konferenzbericht] Paper presented at the 29th Conference of the International Group for the Psychology of Mathematics Education (Melbourne, Australia, Jul 10-15, 2005), v1 p19-36.
Quelle	1 (2005), S.19-36 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 4; Arithmetic; Coding; Longitudinal Studies; Cognitive Structures; Concept Mapping; Elementary School Curriculum; Cognitive Development; Sequential Learning; Learning Processes; Academic Achievement + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Codierung; Programmierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Cognitive structure; Kognitive Struktur; Concept Map; Kognitive Entwicklung; Didaktische Sequenzierung; Lernsequenz; Learning process; Lernprozess; Schulleistung
Abstract	A longitudinal study of students' developing understanding of decimal notation has been conducted by testing over 3000 students in Grades 4 to 10 up to 7 times. A pencil-and-paper test based on a carefully designed set of decimal comparison items enabled students' responses to be classified into 11 codes and tracked over time. The paper reports on how students' ideas changed across the grades, which ways of thinking were most prevalent, the most persistent and which were most likely to lead to expertise. Interestingly the answers were different for primary and secondary students. Estimates are also given of the proportion of students affected by particular ways of thinking during schooling. The conclusion shows how a careful mapping can be useful and draws out features of the learning environment that affect learning. (Contains 7 figures and 3 tables.) [For complete proceedings, see ED496845.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10