Literaturnachweis - Detailanzeige
| Autor/inn/en | Kamii, Constance; Russell, Kelly A. |
|---|---|
| Titel | Elapsed Time: Why Is It So Difficult to Teach? |
| Quelle | In: Journal for Research in Mathematics Education, 43 (2012) 3, S.296-315 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8251 |
| Schlagwörter | Piagetian Theory; Cognitive Development; Time; Time Perspective; Grade 2; Grade 3; Grade 4; Grade 5; Mathematical Concepts; Elementary School Mathematics |
| Abstract | Based on Piaget's theory of logico-mathematical knowledge, 126 students in grades 2-5 were asked 6 questions about elapsed time. The main reason found for difficulty with elapsed time is children's inability to coordinate hierarchical units (hours and minutes). The educational implications drawn are that students must be encouraged to think about durations in daily living and to do their own thinking rather than being taught procedures for producing correct answers to elapsed-time questions. (Contains 6 tables and 8 figures.) (As Provided). |
| 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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