Posing Complex Problems Requiring Multiplicative Thinking Prompts Students to Use Sophisticated Strategies and Build Mathematical Connections

Autor/inn/en	Downton, Ann; Sullivan, Peter
Titel	Posing Complex Problems Requiring Multiplicative Thinking Prompts Students to Use Sophisticated Strategies and Build Mathematical Connections
Quelle	In: Educational Studies in Mathematics, 95 (2017) 3, S.303-328 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9751-x
Schlagwörter	Problem Solving; Mathematical Aptitude; Mathematics Skills; Difficulty Level; Multiplication; Thinking Skills; Learning Strategies; Young Children; Task Analysis; Prompting; Teaching Methods; Questioning Techniques + Suchen Sie Ihr Suchwort? Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schwierigkeitsgrad; Multiplikation; Denkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Frühe Kindheit; Aufgabenanalyse; Benutzerführung; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik
Abstract	While the general planning advice offered to mathematics teachers seems to be to start with simple examples and build complexity progressively, the research reported in this article is a contribution to the body of literature that argues the reverse. That is, posing of appropriately complex tasks may actually prompt the use of more sophisticated strategies. Results are presented from a detailed study of young children working on tasks that prompt multiplicative thinking. It was found that the tasks involving more complex number triples prompted the use of more sophisticated multiplicative thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01