Worlley, Amanda and Jamieson-Proctor, Romina (2005) Results of a teaching experiment to foster the conceptual understanding of multiplication based on children's literature. In: MERGA 28: Building Connections: Research, Theory and Practice , 7-9 July 2005, Melbourne, Australia.
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The importance of conceptual understanding in mathematics has been well documented (Hiebert & Carpenter, 1992). This paper reports selected results from a research study that used a conjecture-driven teaching experiment (Confrey & Lachance, 1999) to enhance Year 3 students’ conceptual understanding of multiplication. The teaching experiment employed children’s literature as a mediational tool for students to explore and engage in multiplication activities and dialogue. The SOLO taxonomy (Biggs & Collis, 1989) was used to both frame the novel teaching and learning activities, as well as assess the level of students’ conceptual understanding of multiplication.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||Published version deposited with blanket permission of the MERGA President.|
|Uncontrolled Keywords:||mathematics education, multiplication, conceptual understanding|
|Depositing User:||Assoc Prof Romina Jamieson-Proctor|
|Date Deposited:||05 Dec 2012 02:59|
|Last Modified:||03 Jul 2013 00:52|
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