Literaturnachweis - Detailanzeige
| Autor/inn/en | Gordon, Florence S.; Gordon, Sheldon P. |
|---|---|
| Titel | What Does Conceptual Understanding Mean? |
| Quelle | In: AMATYC Review, 28 (2006) 1, S.57-74 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0740-8404 |
| Schlagwörter | Curriculum Development; Introductory Courses; Educational Change; Calculus; Algebra; Mathematics Instruction; Mathematical Concepts; Concept Formation; College Mathematics; Knowledge Level |
| Abstract | All advocates of curriculum reform talk about an increased emphasis on conceptual understanding in mathematics. In this article, the authors use many examples to address the following issues: What does conceptual understanding mean, especially in introductory courses such as college algebra, precalculus, or calculus? How do we recognize its presence or absence in students? How do we develop a high level of conceptual understanding in students? How do we alter courses introductory courses to make conceptual understanding an important component? How do we assess whether students have actually developed their conceptual understanding? How do we recognize and reward students who display unexpected conceptual insights? (As Provided). |
| Anmerkungen | American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail: amatyc@amatyc.org; Web site: http://www.amatyc.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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