Learning and Understanding Division: A Study in Educational Neuroscience

Autor/inn/en	Campbell, Stephen R.; Cimen, O. Arda; Handscomb, K.
Titel	Learning and Understanding Division: A Study in Educational Neuroscience
Quelle	(2009), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Elementary School Mathematics; Mathematics Education; Numbers; Teaching Methods; Arithmetic; Computation; Preservice Teacher Education; Pedagogical Content Knowledge; Mathematics Instruction; Computer Assisted Instruction; Mathematical Concepts; Cognitive Style; Cognitive Science; Computer Software Evaluation; Instructional Effectiveness; Educational Technology + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematische Bildung; Zahlenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Cognitive styles; Kognitiver Stil; Kognitionswissenschaft; Softwareanalyse; Unterrichtserfolg; Unterrichtsmedien
Abstract	A widely recognized concern in elementary school mathematics education is that teachers' understanding of the mathematical curricular content generally appears quite fragmented, sparsely connected, and procedurally oriented. This pilot study applies methods of educational neuroscience to investigate and improve preservice teachers' learning and understanding of whole number and rational number division and connections between the two using a Computer Enhanced Mathematics Learning Environment (CEMLE) called DivFact that enables learners to explore the conceptual and procedural connections between whole number and rational number division. The goal in this research is to investigate aspects of preservice teachers' use of DivFact from different theoretical perspectives pertaining to computer-enhanced graphical and symbolic representations of whole number and rational number division. Specific objectives include determining what kinds of learning styles are manifest through the use of DivFact; how effective is DivFact in helping learners to understand division; and in what ways can the design of this CEMLE be improved. An important counterpart of this research is developing and applying methods of educational neuroscience toward this end. (Contains 3 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10