Literaturnachweis - Detailanzeige
| Autor/in | Pope, Sue |
|---|---|
| Titel | The Problem with Division |
| Quelle | In: Mathematics Teaching, (2012) 231, S.42-45 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5785 |
| Schlagwörter | Mathematics Curriculum; Arithmetic; Mathematics Education; Mathematics Instruction; Algebra; Mathematics Teachers; Multiplication; Foreign Countries; Computation; United Kingdom (England) |
| Abstract | Of the "big four", division is likely to regarded by many learners as "the odd one out", "the difficult one", "the one that is complicated", or "the scary one". It seems to have been that way "for ever", in the perception of many who have trodden the learning pathways through the world of number. But, does it have to be like this? Clearly the answer is a resounding no! So, why do so many learners "hate", or "shy away from" division? One answer might be, "because they don't understand it". The oft taught algorithms do no more than perpetuate a status-quo that offers policy makers a "soft target" in terms of mathematics teaching. In short, success with division is not about algorithms, it is about making an ever more intricate web of connections on the journey through number and then, algebra. (As Provided). |
| Anmerkungen | Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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