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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Official URL: http://www.merga.net.au/node/38?year=2005
Abstract
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 |
| Fields of Research (FOR2008): | 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy |
| Subjects: | UNSPECIFIED |
| Socio-Economic Objective (SEO2008): | C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy |
| ID Code: | 20056 |
| Deposited By: | |
| Deposited On: | 05 Dec 2012 12:59 |
| Last Modified: | 05 Dec 2012 14:45 |
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