Comparing the Use of the Empty Number Line in England and the Netherlands

Autor/in	Murphy, Carol
Titel	Comparing the Use of the Empty Number Line in England and the Netherlands
Quelle	In: British Educational Research Journal, 37 (2011) 1, S.147-161 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Mental Computation; Foreign Countries; Arithmetic; Educational Strategies; Mathematical Formulas; Educational Principles; Number Concepts; Number Systems; Sequential Approach; Instructional Material Evaluation; Comparative Education; Teaching Methods; Educational Practices; Use Studies; Netherlands; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kopfrechnen; Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lehrstrategie; Mathematische Formel; Bildungsprinzip; Number concept; Zahlbegriff; Number system; Zahlensystem; Schrittfolge; Vergleichende Erziehungswissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Benutzerschulung; Niederlande
Abstract	Efforts to meet the needs of children's learning in arithmetic has led to an increased emphasis on the teaching of mental calculation strategies in England. This has included the adoption of didactical tools such as the empty number line (ENL) that was developed as part of the realistic mathematics movement in the Netherlands. It has been claimed that the English use of the ENL differs from that of the Dutch. In this study curriculum guidance materials are examined to investigate these differences. Two examples of teaching sequences are provided to illustrate them further. It is proposed that the different uses stem from different pedagogical principles. The implications of the English use are discussed in relation to the presentation of mental calculation strategies in an algorithmic way. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10