Literaturnachweis - Detailanzeige
| Autor/in | Watson, Anne |
|---|---|
| Titel | Fragments and Coherence |
| Quelle | In: Mathematics Teaching Incorporating Micromath, (2008) 210, S.8-11 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5785 |
| Schlagwörter | Mathematics Instruction; Context Effect; Trigonometry; Multiplication; Mathematical Concepts; Concept Formation; Educational Environment; Mathematics Skills |
| Abstract | Can teachers contact the inner coherence of mathematics while working in a context fragmented by always-new objectives, criteria, and initiatives? How, more importantly, can learners experience the inner coherence of mathematics while working in a context fragmented by testing, modular curricular, short-term learning objectives, and lessons that jump from one topic to another because of coverage pressures, textbook design, staffing problems, and so on? In this article, the author presents these questions in two mathematical contexts: (1) trigonometry; and (2) multiplication. (Contains 1 note.) (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 |
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