Applying Levels of Abstraction to Mathematics Word Problems

Autor/inn/en	Rich, Kathryn M.; Yadav, Aman
Titel	Applying Levels of Abstraction to Mathematics Word Problems
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 64 (2020) 3, S.395-403 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rich, Kathryn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-020-00479-3
Schlagwörter	Word Problems (Mathematics); Elementary School Mathematics; Abstract Reasoning; Mathematics Instruction + Suchen Sie Ihr Suchwort? Textaufgabe; Elementare Mathematik; Schulmathematik; Abstraktes Denken; Denken; Mathematics lessons; Mathematikunterricht
Abstract	In many discussions of the ways in which abstraction is applied in computer science (CS), researchers and advocates of CS education argue that CS students should be taught to consciously and explicitly move among levels of abstraction (Armoni "Journal of Computers in Mathematics and Science Teaching," 32(3), 265-284, 2013; Kramer "Communications of the ACM," 50(4), 37-42, 2007; "Wing Communications of the ACM," 49(3), 33-35, 2006). In this paper, we describe one way that attention to levels of abstraction could also support learning in mathematics. Specifically, we propose a framework for using abstraction in elementary mathematics based on Armoni's (2013) framework for teaching computational abstraction. We propose that such a framework could address an enduring challenge in mathematics for helping elementary students solve word problems with attention to context. In a discussion of implications, we propose that future research using the framework for instruction and teacher education could also explore ways that attention to levels of abstraction in elementary school mathematics may support later learning of mathematics and computer science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01