A Combinational Model for the Interpretation and Use of Propositions in the Context of Elementary Mathematics.

Autor/in	Damarin, Suzanne K.
Titel	A Combinational Model for the Interpretation and Use of Propositions in the Context of Elementary Mathematics.
Quelle	(1978), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Research; Elementary School Mathematics; Instruction; Learning; Learning Theories; Logic; Mathematical Linguistics; Mathematical Logic; Mathematics Education; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Elementare Mathematik; Schulmathematik; Teaching process; Unterrichtsprozess; Lernen; Learning theory; Lerntheorie; Logik; Mathematische Linguistik; Mathematische Sprache; Mathematical logics; Mathematische Logik; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung
Abstract	The author presents an organizational model which exhibits relationships among preservcie teachers' skills in the use of interpretation of logical connectives in mathematical contexts. The model also provides direction to teahcers of courses on mathematics and mathematics methods who seek to acquaint their students with those notions of logic recommended by CUPM. The model treats the translation from mathematical statements to logical statements, and conversely. An empirical test has yielded considerable support for the model. After a brief description of the model and this test, the author discusses implications for instruction, especially as they are related to statements and context of mathematical problems. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC