Literaturnachweis - Detailanzeige
| Autor/in | Sellers, Patricia A. |
|---|---|
| Titel | The Trouble with Long Division |
| Quelle | In: Teaching Children Mathematics, 16 (2010) 9, S.516-520 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1073-5836 |
| Schlagwörter | Mathematics Instruction; Elementary School Mathematics; Elementary School Students; Problem Solving; Cognitive Processes; Thinking Skills; Mathematical Logic; Cooperative Learning; Teacher Role; Manipulative Materials; Arithmetic |
| Abstract | The fourth graders were ready to learn long division; however, their teachers were hesitant to begin the unit--just as they are every year. In a grade-level meeting with the school's math consultant, the teachers voiced their typical concerns. The math consultant was a university mathematics education professor spending a semester of sabbatical working with teachers to find ways to help elementary-aged students get excited about doing math and about learning to make sense of math through problem-solving activities. This article describes the independent thinking and sense making of fourth graders who were asked to investigate the process of division. (ERIC). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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