Literaturnachweis - Detailanzeige
| Autor/inn/en | Malola, Mayamiko; Symons, Duncan; Stephens, Max |
|---|---|
| Titel | Supporting Students' Transition from Additive to Multiplicative Thinking: A Complex Pedagogical Challenge |
| Quelle | In: Australian Primary Mathematics Classroom, 25 (2020) 2, S.31-36 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1326-0286 |
| Schlagwörter | Mathematics Instruction; Teaching Methods; Multiplication; Thinking Skills; Addition; Barriers; Visual Aids; Mathematical Concepts |
| Abstract | In this article, the authors argue that teachers need to possess appropriate understanding and diverse pedagogies to successfully move learners from additive to multiplicative thinking. Herein, they offer five pedagogical strategies that teachers can use to help students make this transition. Some of the challenges of learning multiplicative thinking are also discussed. (ERIC). |
| Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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