A Developmental Perspective on Mathematics Teaching and Learning: The Case of Multiplicative Thinking

Autor/in	Young-Loveridge, Jenny
Titel	A Developmental Perspective on Mathematics Teaching and Learning: The Case of Multiplicative Thinking
Quelle	In: Teachers and Curriculum, 8 (2005), S.49-58 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0349
Schlagwörter	Mathematics Instruction; Foreign Countries; Numeracy; Interviews; Mathematics Skills; Mathematical Concepts; Developmental Stages; Computation; Arithmetic; Multiplication; Fractions; Concept Formation; Addition; Subtraction; Cognitive Processes; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Ausland; Rechenkompetenz; Interviewing; Interviewtechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Multiplikation; Bruchrechnung; Concept learning; Begriffsbildung; Subtraktion; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	This paper looks at the issue of mathematics learning from a developmental perspective. It begins by focusing on the importance for teachers of understanding how mathematical thinking develops. The New Zealand Number Framework is used as an example of a developmental progression that is of particular relevance to the teaching of mathematics. The paper examines data from the Numeracy Development Project gathered by teachers using the diagnostic interview--the Numeracy Project Assessment (NumPA). The data comes from almost a quarter of a million students whose teachers have participated in the Numeracy Development Project over the past three years. Two major developmental progressions are explored in the paper- the transition from counting to part-whole strategies, and the move from additive to multiplicative part-whole thinking. The final section of the paper looks at some practical ways of fostering multiplicative thinking using structured materials. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01