Using Concept Cartoons

Autor/in	Dabell, John
Titel	Using Concept Cartoons
Quelle	In: Mathematics Teaching Incorporating Micromath, (2008) 209, S.34-36 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5785
Schlagwörter	Formative Evaluation; Cartoons; Misconceptions; Mathematics Instruction; Mathematical Concepts; Discussion (Teaching Technique); Comprehension; Teaching Methods; Case Studies + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Missverständnis; Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study
Abstract	Concept cartoons are cognitive drawings or "visual disagreements" that use a cartoon-style design to present mathematical conversations inside speech bubbles. The viewpoints portrayed are all different and it is this difference that acts as a catalyst for further conversations, as learners talk together to discuss their thinking. They make learners' ideas about mathematics explicit and they make mathematics interactive and discussion-based. As formative assessment tools they have real virtue because they are a highly effective way of probing learners' mathematical conceptions and, crucially, their misconceptions. In this article, the author describes how he uses concept cartoons to advance his learners' understanding of mathematics. (ERIC).
Anmerkungen	Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10