Developing Young Students' Meta-Representational Competence through Integrated Mathematics and Science Investigations [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).

Autor/inn/en	Mulligan, Joanne; English, Lyn
Institution	Mathematics Education Research Group of Australasia
Titel	Developing Young Students' Meta-Representational Competence through Integrated Mathematics and Science Investigations [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (37th, Sydney, New South Wales, Australia, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Interdisciplinary Approach; Science Instruction; Grade 1; Elementary School Students; Teaching Methods; Competence; Longitudinal Studies; Graphs; Foreign Countries; Males; Private Schools; Intelligence Tests; Verbal Ability; Vocabulary; Advanced Students; Models; Grade 2; Australia; Peabody Picture Vocabulary Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Grafische Darstellung; Ausland; Male; Männliches Geschlecht; Private school; Privatschule; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Fortgeschrittener; Analogiemodell; School year 02; 2. Schuljahr; Schuljahr 02; Australien
Abstract	This paper describes students' developing meta-representational competence, drawn from the second phase of a longitudinal study, "Transforming Children's Mathematical and Scientific Development." A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical approach focused on students' interpretation of categorical and continuous data was implemented through researcher-directed weekly sessions over a 2-year period. Finegrained analysis of the developmental features and explanations of their graphs showed that explicit pedagogical attention to conceptual differences between categorical and continuous data was critical to development of inferential reasoning. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01