Curricular Treatment of Fractions in Japan, Korea, Taiwan, and the United States [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Son, Ji-Won; Lo, Jane-Jane; Watanabe, Tad
Titel	Curricular Treatment of Fractions in Japan, Korea, Taiwan, and the United States [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Fractions; Addition; Subtraction; Mathematics Instruction; Common Core State Standards; Cultural Differences; Cross Cultural Studies; Teaching Methods; Elementary School Mathematics; Number Concepts; Japan; South Korea; Taiwan; New York + Suchen Sie Ihr Suchwort? Ausland; Bruchrechnung; Subtraktion; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; Number concept; Zahlbegriff; Korea; Republik
Abstract	This paper investigates how the selected three East Asian countries--Japan, Korea, and Taiwan-- introduce and develop ideas related to fractions and fraction addition and subtraction compared to the Common Core State Standards of Mathematics and EngageNY. Looking at curricular approaches used across countries can provide a better picture of what is of importance in instruction aimed at developing students' mathematical proficiency. Understanding how the aforementioned three Eastern Asian materials treat fractions will offer both mathematics teachers and teacher educators some concrete images of the visions of the Common Core State Standards of Mathematics and specific ideas on teaching and learning of fractions. [For the complete proceedings, see ED583989.] (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