Intuiting the Fundamental Theorem of Arithmetic

Autor/in	Griffiths, Martin
Titel	Intuiting the Fundamental Theorem of Arithmetic
Quelle	In: Educational Studies in Mathematics, 82 (2013) 1, S.75-96 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-012-9410-1
Schlagwörter	Arithmetic; Schemata (Cognition); Mathematics; Mathematics Instruction; Mathematics Education; Mathematical Concepts + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognition; Schema; Kognition; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung
Abstract	Our aim here was to explore, via a specific instance, the potential for learners to develop mathematically as a consequence of the interplay between intuition and indirect classroom experience rather than through explicit tuition. A significant aspect of this study is the recognition of the possibility for learners to be able to thematize schemata associated with the fundamental theorem of arithmetic without formal knowledge of either the theorem or its consequences. Our findings would suggest that some learners, by way of a series of key intuitive episodes or concrete classroom experiences, do indeed possess the capacity to create meaningful mathematical structures that, though perhaps imperfectly formed, may in some sense mirror schemata. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10