Devin's Construction of a Multiplicative Double Counting Scheme: Dual Anticipation of Start and Stop [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Risley, Rachael; Hodkowski, Nicola M.; Tzur, Ron
Titel	Devin's Construction of a Multiplicative Double Counting Scheme: Dual Anticipation of Start and Stop [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Constructivism (Learning); Teaching Methods; Grade 4; Elementary School Students; Mathematics Skills; Mathematics Instruction; Elementary School Mathematics; Multiplication; Computation; Numbers; Concept Formation; Mathematical Concepts; Addition; Mathematical Logic; Educational Games + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Multiplikation; Zahlenraum; Concept learning; Begriffsbildung; Mathematical logics; Mathematische Logik; Educational game; Lernspiel
Abstract	In this case study with Devin (pseudonym), which was part of a larger, constructivist teaching experiment with students identified as having learning difficulties in mathematics, we examine how a fourth grader constructed a dual anticipation involved in monitoring when to start and when to stop the simultaneous count of composite units (numbers larger than 1) in multiplicative tasks. We postulate that such a dual anticipation underlies the first, Multiplicative Double Counting (mDC) scheme (Tzur et al., 2013) that marks children's conceptual progress from additive to multiplicative reasoning. Data from three teaching episodes with Devin focus on his anticipation of the start/stop features of his double counting activity. We discuss theoretical implications of these findings in terms of similarity between the dual anticipation in additive and multiplicative reasoning, and practical implications in terms of task design and sequencing. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01