A Theory Bite on Learning through Mathematical Activity

Autor/in	Steffe, Leslie P.
Titel	A Theory Bite on Learning through Mathematical Activity
Quelle	In: Cognition and Instruction, 29 (2011) 2, S.256-263 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
Schlagwörter	Mathematics Instruction; Learning Activities; Learning Theories; Mathematics Activities; Models; Problem Solving; Learning Processes; Cognitive Processes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernaktivität; Learning theory; Lerntheorie; Analogiemodell; Problemlösen; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess
Abstract	In this article, the author wishes to emphasize two fundamental points related to theory that were significantly underplayed in Simon et al.'s "A Developing Approach to Studying Students' Learning through Their Mathematical Activity" (2010). The author believes these points are central to any study of children's mathematical learning. The first point is that it is powerful, if not essential, to embed a study of children's mathematical learning in a more general model of learning. The second point extends the first, stipulating the power, if not necessity, of embedding a study of children's mathematical learning in models of children's mathematics. That is, all models of learning are not the same; those that start with children's ideas should have a preferred status. (Contains 9 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10