Understanding, Doing, and Teaching Multiplication.

Autor/in	Lampert, Magdalene
Institution	Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Titel	Understanding, Doing, and Teaching Multiplication.
Quelle	(1985), (82 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Algorithms; Cognitive Processes; Computation; Educational Research; Elementary Education; Elementary School Mathematics; Interviews; Manipulative Materials; Mathematical Concepts; Mathematical Models; Mathematics Curriculum; Mathematics Instruction; Multiplication; Number Concepts; Problem Solving + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Algorithm; Algorithmus; Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementare Mathematik; Schulmathematik; Interviewing; Interviewtechnik; Hilfsmittel; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Multiplikation; Number concept; Zahlbegriff; Problemlösen
Abstract	The concept of multiplication is described and illustrated using several different representational systems. A conceptual approach to teaching mathematics is compared with the procedural approach commonly found in the school curriculum. Four different methods of representing the multiplication process with numbers larger than ten are presented: combinations of coins, stories in which quantities are counted by grouping them, recording numbers in a way that is congruent with operations on quantities, and using multiplication as a procedure to solve problems involving estimations of weights. Each of these methods is related to the conventional algorithm for multiplying large numbers. Children's work is used to illustrate how they respond to each approach. (Author)
Anmerkungen	Institute for Research on Teaching, Michigan State University, Erickson Hall, East Lansing, MI 48854 ($3.50 each).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC