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Autor/inn/en | Shahbari, Juhaina Awawdeh; Tabach, Michal |
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Titel | Making Sense of the Average Concept through Engagement in Model-Eliciting Activities |
Quelle | In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 8, S.1143-1160 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Shahbari, Juhaina Awawdeh) ORCID (Tabach, Michal) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-739X |
DOI | 10.1080/0020739X.2020.1740803 |
Schlagwörter | Mathematics Instruction; Teaching Methods; Benchmarking; Arithmetic; Video Technology; Learning Processes; Mathematical Concepts; Concept Formation; Task Analysis; Preservice Teachers; Discourse Analysis; Teacher Education Programs; Elementary School Teachers; Problem Solving; Modeling (Psychology) Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Learning process; Lernprozess; Concept learning; Begriffsbildung; Aufgabenanalyse; Diskursanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Modeling; Modelling; Modellierung |
Abstract | The modelling approach to teaching and learning mathematics emphasizes the usefulness of mathematics in the real-world. The aim of the current study is to examine whether engagement in modelling activities provides learners an opportunity to expand their knowledge of a specific concept -- the "average" concept. Our data include recordings of four groups of prospective teachers as they worked on two model-eliciting tasks. Their working process was video-recorded and transcribed and their discourse was then analysed via the communicational framework. Specifically, we monitored changes in the participants' use of the word "average." The findings indicate that the participants expanded their use of the word "average" by shifting from references to arithmetic mean and reasonable values to references to benchmark, weighted value and mid-value. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |