Introducing Multiplication and Division Contexts in Junior Primary Classes

Autor/inn/en	Young-Loveridge, Jenny; Bicknell, Brenda; Lelieveld, Jo
Titel	Introducing Multiplication and Division Contexts in Junior Primary Classes
Quelle	In: Teachers and Curriculum, 13 (2013), S.68-74 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0349
Schlagwörter	Elementary School Mathematics; Multiplication; Arithmetic; Young Children; Concept Teaching; Word Problems (Mathematics); Problem Solving; Teaching Methods; Interviews; Numeracy; Achievement Gains; Instructional Effectiveness; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Frühe Kindheit; Textaufgabe; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Rechenkompetenz; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Ausland; Neuseeland
Abstract	This paper shares research from a pilot study in which young children were introduced to multiplication and division problems in their first year of school. The focus was on building children's conceptual understanding of the idea of "repeated groups" as a fundamental aspect of multiplication and its relation to division. The particular mathematics lessons in this study began with simple word problems involving groups of two, using familiar contexts such as pairs of shoes and socks and progressed to groups of five. Children worked with materials to solve problems, often using addition (and subtraction) as they solved multiplication (and division) problems. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01