Literaturnachweis - Detailanzeige
| Autor/inn/en | Tzur, Ron; Harrington, Cody; DeBay, Dennis; Davis, Alan |
|---|---|
| Titel | Conceptual Reorganization, from Count-Up-To to Break-Apart-Make-Ten: A Case of a 6th Grader Struggling in Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022). |
| Quelle | (2022), (8 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Grade 6; Mathematics Instruction; Learning Problems; Elementary School Students; Mathematical Concepts; Computation; Constructivism (Learning) |
| Abstract | Through a constructivist teaching experiment, we studied how a 6th-grade student (Adam, pseudonym) struggling in mathematics may reorganize his available additive scheme (count-up-to) into a more advanced scheme involving the decomposition of composite units (break-apart-make-ten, or BAMT). First, we posed a task that led us to infer Adam was yet to construct the BAMT scheme at the anticipatory stage (solving a task without prompting). We thus turned to promote reorganization of his anticipatory, count-up-to scheme used to solve missing-addend tasks. Through reflection on the relationships between his goal, count-up-to actions, and effect of those actions, Adam independently brought forth what he called "easy number-pairs" (i.e., 10+X = X-teen). This seemed to afford his reorganization of count-up-to into the BAMT scheme. We discuss implications of this reorganization for theory building and practice. [For the complete proceedings, see ED630210.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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