Mathematical Tasks Designed to Foster a Reconceptualized View of Early Arithmetic

Autor/inn/en	Yackel, Erna; Underwood, Diana; Elias, Norma
Titel	Mathematical Tasks Designed to Foster a Reconceptualized View of Early Arithmetic
Quelle	In: Journal of Mathematics Teacher Education, 10 (2007) 4-6, S.351-367 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-007-9044-x
Schlagwörter	Mathematics Activities; Arithmetic; Elementary School Teachers; Number Concepts; Teaching Experience; Young Children + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Number concept; Zahlbegriff; Frühe Kindheit
Abstract	We discuss mathematical tasks used in a first mathematics content course for elementary teachers at our university to foster a deep conceptual understanding of early arithmetic, including basic concepts of number, number relationships and strategies, and coordinating units of different rank. Our approach is to immerse our students in a base 8 world for up to six weeks. A key aspect is that we develop base 8 vocabulary. We use base 8 analogs of instructional sequences developed in classroom teaching experiments in the elementary grades that have been proven successful to promote deep conceptual understandings of basic arithmetic and place-value numeration in young children. As a result, our students have unique opportunities to develop a reconceptualized view of early arithmetic and learn how it can be advanced. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10