Text Talk, Body Talk, Table Talk: A Design of Ratio and Proportion as Classroom Parallel Events [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p1-8.

Autor/in	Abrahamson, Dor
Titel	Text Talk, Body Talk, Table Talk: A Design of Ratio and Proportion as Classroom Parallel Events [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p1-8.
Quelle	2 (2003), S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Constructivism (Learning); Instructional Design; Concept Formation; Mathematics Instruction; Grade 5; Mathematics Achievement; Mathematical Concepts; Word Problems (Mathematics); Prior Learning; Learning Processes; Mathematics Activities; Classroom Environment; Phenomenology; Problem Solving; Experiential Learning; Educational Philosophy; Classroom Research + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Concept learning; Begriffsbildung; Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Textaufgabe; Vorkenntnisse; Learning process; Lernprozess; Klassenklima; Unterrichtsklima; Phenomenological psychology; Phänomenologie; Psychologie; Problemlösen; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsphilosophie; Erziehungsphilosophie
Abstract	The paper describes the rationale and 10-day implementation in a 5th-grade classroom (n=19) of an experimental ratio-and-proportion instructional design. In this constructivist-phenomenological design, coming from our theoretical perspective, design research, and domain analysis, students: (1) link "real-world" and "mathematical" objects reciprocally through classroom enactment of word-problem situations vis-a-vis guided reading/writing of spatial-numeric inscriptions; (2) interpret and invent rate, ratio, and proportion texts as patterned cells in and from the multiplication table; (3) revisit and consolidate addition and multiplication as conceptual domain foundations. Students of diverse ethnicity, SES, and mathematical competence engaged successfully in discussing and solving complex problems, outperforming older students on comparison items. (Contains 1 figure and 1 table.) [For complete proceedings, see ED500859.] (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