Recognising Patterns and Making Sense of Concepts in Functions and Calculus

Autor/in	Roepke, Tena L.
Titel	Recognising Patterns and Making Sense of Concepts in Functions and Calculus
Quelle	In: Australian Senior Mathematics Journal, 32 (2018) 1, S.18-25 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-4564
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Calculus; Concept Formation; Secondary School Mathematics; Algebra; Graphs + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Concept learning; Begriffsbildung; Grafische Darstellung
Abstract	Discovery learning has long been a part of mathematics teaching in the elementary and middle grades. Since the 1960s and 1970s, based on the work of Jean Piaget, Jerome Bruner, and others, helping students 'discover' or 'construct' their own understandings of mathematical concepts through well-designed activities facilitated by a competent teacher using appropriate questioning has been hallmark of the characteristics of a highly successful mathematics classroom. Children can discover patterns for number operations through the manipulation of multibase blocks, can create an understanding of the addition of fractions with like denominators by summing with circular fraction pieces and then recognising the algorithm for such fraction addition, or can develop the concept of theoretical probability computation by performing experiments, recording data, and building upon these experiences of experimental probabilities. The examples of such activities for the earlier grades abound. However, once a student reaches the secondary career, it is not uncommon for such teaching practices to be replaced with a more traditional didactic approach to instruction. Regardless of age, a person often understands a concept better and remembers it longer if that understanding comes from questioning, reasoning, and struggle. Such examples appropriate for older students at varying levels will be shared below beginning with a simple common illustration. (As Provided).
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	2021/2/06