Literaturnachweis - Detailanzeige
Autor/in | Klosterman, Peter |
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Titel | Connecting New Knowledge to Old: Uncovering Hidden Premises in Mathematical Explanation |
Quelle | In: Australian Primary Mathematics Classroom, 23 (2018) 2, S.23-26 (4 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1326-0286 |
Schlagwörter | Mathematics Instruction; Mathematics Skills; Prior Learning; Foreign Countries; Knowledge Level; Thinking Skills; Teacher Student Relationship; Multiplication; Grade 5; Elementary School Mathematics; Elementary School Students; Elementary School Teachers; Australia; United States Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorkenntnisse; Ausland; Wissensbasis; Denkfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Multiplikation; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien; USA |
Abstract | Despite the numerous benefits that stem from a coherent mathematical understanding, it is uncommon for teachers to encourage students to form a developed web of mathematical connections (Mousley, 1999). Additionally, when students explain their thinking, they frequently do not state how their reasoning connects to prior knowledge. This obscures important mathematical connections between new knowledge and prior knowledge, making it more likely that the class will view new mathematical knowledge as isolated pieces of information. When students lack mathematical coherence, they are more likely to forget new information and be unsuccessful in transferring their knowledge to new situations (Fennema & Romberg, 1999). In this article, the author presents a framework to help teachers prompt their students to explicitly connect new ideas back to prior knowledge. Making these sorts of explicit connections as a regular practice will help students to achieve the understanding proficiency in the "Australian Curriculum: Mathematics" of "mak[ing] connections between related concepts and progressively apply[ing] the familiar to develop new ideas" (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017, p.5). (ERIC). |
Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |