Situated Intuitions, Concrete Manipulations and the Construction of the Integers: Comparing Two Experiments.

Autor/inn/en	Williams, J. S.; Linchevski, L.
Titel	Situated Intuitions, Concrete Manipulations and the Construction of the Integers: Comparing Two Experiments.
Quelle	(1997), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Comprehension; Constructivism (Learning); Educational Games; Elementary Education; Foreign Countries; Integers; Intuition; Learning Strategies; Mathematical Concepts; Mathematics Instruction; Problem Solving; Teaching Methods; Israel; United Kingdom + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Verstehen; Verständnis; Educational game; Lernspiel; Elementarunterricht; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematics lessons; Mathematikunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	This paper further develops an instructional method called here "process-object linking and embedding". The idea is to link the familiar mathematical processes to objects in a familiar situation, then re-embed the new link through mathematical symbols into their mathematical construction. It makes use of children's extra-mathematical, ethnomathematical, or everyday knowledge to link situations to and "unpack" processes in the mathematics with which they are already confident. It is designed as a means of overcoming the problem of intuitive gaps recurring in children's mathematical development. This process is illustrated here in the case of two attempts to teach integers. It is based on the principle that intuitions arising outside mathematical experience can be imported into mathematics: strategies and concepts arising in the extra-mathematical situation can be modeled with the aid of tools and representational devices. The design of appropriate activity does need to address the whole social situation in which the child's intuitions arise. Here we find a method in which the intuition for "fairness" is carried into a classroom game in which integers are modeled particularly effectively. Contains 41 references. (PVD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC