Complex Connections: Reimagining Units Construction and Coordination [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	MacDonald, Beth L.; Boyce, Steve; Hunt, Jessica H.; Byerley, Cameron; Moss, Diana L.; Bertolone-Smith, Claudia
Titel	Complex Connections: Reimagining Units Construction and Coordination [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Concept Formation; Numbers; Researchers; Teachers; Cooperation; Educational Research; Student Diversity; Number Concepts; Fractions; Elementary Secondary Education; Preschool Education; Learning Theories + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Zahlenraum; Researcher; Forscher; Lehrer; Lehrerin; Lehrende; Co-operation; Kooperation; Bildungsforschung; Pädagogische Forschung; Number concept; Zahlbegriff; Bruchrechnung; Pre-school education; Vorschulerziehung; Learning theory; Lerntheorie
Abstract	Students' construction, coordination, and abstraction of units underlie success across multiple mathematics domains. Structures for coordinating units underscore notions of numbers as composite units (e.g., five is a unit of five and five units of one). In this working group, we seek to facilitate collaboration amongst researchers and educators concerned with units construction and units coordination. The aim for this working group is two-fold: (1) to extend our research around units construction and coordination to new grade levels; and (2) to collaborate with researchers who investigate students with learning differences in school settings to determine diverse students' mathematics learning trajectories. [For the complete proceedings, see ED606556.] (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	2024/1/01