Literaturnachweis - Detailanzeige
Autor/in | Hurst, Chris |
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Titel | A Tale of Two Kiddies: A Dickensian Slant on Multiplicative Thinking |
Quelle | In: Australian Primary Mathematics Classroom, 23 (2018) 1, S.31-36 (6 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1326-0286 |
Schlagwörter | Mathematics Instruction; Mathematical Logic; Multiplication; Teaching Methods; Elementary School Mathematics; Concept Formation; Mathematical Concepts; Manipulative Materials; Interviews; Knowledge Level; Foreign Countries; Australia Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Multiplikation; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; Concept learning; Begriffsbildung; Hilfsmittel; Interviewing; Interviewtechnik; Wissensbasis; Ausland; Australien |
Abstract | Evidence suggests that some students have learned procedures with little or no underpinning understanding while others have a much more connected and conceptual levels of understanding. In this article, the work of four primary students is discussed in terms of their contextual understanding of multiplicative concepts. The difference between teaching for understanding and procedural teaching is highlighted. An analogy is drawn with Charles Dickens' character, Mr Thomas Gradgrind, who would have endorsed procedural teaching and abhorred teaching that encouraged understanding. The work of four primary students is discussed in terms of their contextual understanding of multiplicative concepts. The difference between teaching for understanding and procedural teaching is highlighted. (ERIC). |
Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |