Three Case Studies on the Role of Memorising in Learning and Teaching Mathematics [Konferenzbericht] Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v3 p57-64.

Autor/inn/en	Gordon, Sue; Nicholas, Jackie
Titel	Three Case Studies on the Role of Memorising in Learning and Teaching Mathematics [Konferenzbericht] Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v3 p57-64.
Quelle	3 (2005), S.57-64 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Learning Strategies; Case Studies; Learning Experience; Memorization; Teacher Attitudes; Educational Research; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Case study; Fallstudie; Case Study; Lernerfahrung; Gedächtnistraining; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	We extend an earlier study on the role of memorising in learning science with three case studies on mathematicians' experiences as learners of mathematics and their views on memorising in students' learning. Each report reflects a different view of memorising--from a minimal role in learning mathematics, to a "stepping stone" role to memorising as a key learning strategy. The mathematicians' views about memorising in their students' learning appears consistent with their reports on memorising in their own learning. Our data leads to the conjecture that personal experiences of memorising underpin attitudes to memorising in teaching mathematics and that further investigation is warranted on this little researched aspect of "coming to know" mathematics. [For complete proceedings, see ED496848.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10