A Model for Understanding Understanding in Mathematics

Autor/in	Davis, Edward J.
Titel	A Model for Understanding Understanding in Mathematics
Quelle	In: Mathematics Teaching in the Middle School, 12 (2006) 4, S.190-197 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Comprehension; Teaching Methods; Generalization; Middle School Students; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Although this article is reprinted from a 1978 issue of "Arithmetic Teacher," its content is relevant to today's conversations about the roles of conceptual understanding and procedural fluency in the teaching of mathematics. This article attempts to advance and demonstrate the proposition that moves in teaching mathematics can serve as a basis for defining understanding of mathematics. Since the moves are specific to teaching mathematics, it is hoped teachers will view them as ways to assess students' knowledge and to plan instruction. Moves occur as a result of questions, exercises, problems, explanations, demonstrations, directions on task cards, and almost any other form of teacher-student interaction. Moves also identify objectives that give a fairly complete picture of understanding. Students can be said to have understanding to the extent that they can make a complete set of moves. (Contains 5 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10