A Low-Achiever's Learning Process in Mathematics: Shirley's Fraction Learning

Autor/inn/en	Keijzer, Ronald; Terwel, Jan
Titel	A Low-Achiever's Learning Process in Mathematics: Shirley's Fraction Learning
Quelle	In: Journal of Classroom Interaction, 39 (2004) 2, S.10 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Mathematics Education; Low Achievement; Learning Processes; Learning Strategies; Case Studies; Standards + Suchen Sie Ihr Suchwort? Mathematische Bildung; Unterdurchschnittliche Leistung; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Case study; Fallstudie; Case Study; Standard
Abstract	Research in mathematics education offers a considerable body of evidence that both high and low-achievers can benefit from learning mathematics in meaningful contexts. This case study offers an in-depth analysis of the learning process of a low-achieving student in the context of Realistic Mathematics Education (RME). The focus is on the use of productive and counter productive strategies in learning fractions. We found support for our idea that low-achievers do benefit from RME, but experience difficulties in the formalization process with regard to fractions. We seize upon the observed difficulties by discussing the implications of uniform standards in mathematics education. (Author).
Anmerkungen	Journal of Classroom Interaction, University of Houston College of Education, 442 Farish Hall Houston, Texas 77204-5026.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10