Emergent Modelling to Introduce the Distributivity Property of Multiplication: A Design Research Study in a Primary School

Autor/in	Passarella, Simone
Titel	Emergent Modelling to Introduce the Distributivity Property of Multiplication: A Design Research Study in a Primary School
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 10, S.2774-2796 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Passarella, Simone)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1910869
Schlagwörter	Multiplication; Mathematics Instruction; Elementary School Students; Mathematical Concepts; Concept Formation; Problem Solving; Teaching Methods; Phenomenology; Grade 2; Addition; Arithmetic; Teacher Role; Heuristics; Learning Processes; Learning Activities; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Multiplikation; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; School year 02; 2. Schuljahr; Schuljahr 02; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lehrerrolle; Heuristik; Learning process; Lernprozess; Lernaktivität; Ausland; Italien
Abstract	Introducing the distributivity property of multiplication over addition is a well-known challenge in mathematics education, especially in primary school. As a contribution, this paper presents the results of a cycle of design research that focuses on the design, implementation and evaluation of a modelling activity in which 2nd-grade students are introduced to the key concept of distributivity of multiplication over addition. The results show that modelling activities designed through the heuristics of didactical phenomenology, guided reinvention and emergent modelling may support the accessibility of distributivity, as these students were able to reinvent this concept solving an experientially significant problem. This result can be attributed to a combination of several factors: the choice of a realistic and rich problem, that stimulated students to elaborate formal mathematical concepts mathematizing their informal solving strategies, rooting new understandings in experientially real phenomena; the use of a suitable artifact, that presented mathematics as a means of interpreting and understanding reality and increasing the opportunities for observing mathematics outside of the school context; the role of the teacher, who guided students in reinventing mathematics in an active way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01