Literaturnachweis - Detailanzeige
| Autor/inn/en | Mix, Kelly S.; Smith, Linda B.; Crespo, Sandra |
|---|---|
| Titel | Leveraging Relational Learning Mechanisms to Improve Place Value Instruction |
| Quelle | (2019), (35 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Mathematics Instruction; Instructional Improvement; Statistics Education; Difficulty Level; Psychological Patterns; Learning Theories; Teaching Methods; Learning Processes; Montessori Method; Developmentally Appropriate Practices; Cognitive Mapping |
| Abstract | In this chapter, we focus on the difficulties children face when learning place value and how current psychological theories of relational learning may be leveraged by teachers. We discuss two major psychological mechanisms known to support relational learning--statistical learning and structure mapping--and review the evidence showing how these mechanisms are implicated in place value learning. We further identify a set of four specific instructional elements teachers could use to engage and support these learning mechanisms. We also review three major curricula for teaching place value, including "Developmentally Appropriate Mathematics," "Number Talks," and the "Montessori Method," in light of this conceptual framework. Our review highlights both strengths of these current curricula and ways they might be modified to more fully leverage relational learning mechanisms and increase student learning. [For the complete volume, "Constructing Number: Merging Perspectives from Psychology and Mathematics Education. Research in Mathematics Education," see ED616587.] (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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