Worlley, Amanda and Proctor, Romina M. J. (2005) A teaching experiment to foster the conceptual understanding of multiplication based on children's literature to facilitate dialogic learning. In: AARE 2004: Australian Association for Research in Education Annual Conference 2004: Positioning Education and Research, 29 Nov - 2 Dec 2004, Melbourne, Australia.
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The importance of conceptual understanding as opposed to low-level procedural knowledge in mathematics has been well documented (Hiebert & Carpenter, 1992). Development of conceptual understanding of multiplication is fostered when students recognise the equal group structure that is common in all multiplicative problems (Mulligan & Mitchelmore, 1996). This paper reports on the theoretical development of a transformative teaching experiment based on conjecture-driven research design (Confrey & Lachance, 1999) that aims to enhance Year 3 students’ conceptual understanding of multiplication. The teaching experiment employs children’s literature as a motivational catalyst and mediational tool for students to explore and engage in multiplication activities and dialogue. The SOLO taxonomy (Biggs & Collis, 1989) is used to both frame the novel teaching and learning activities, as well as assess the level of students’ conceptual understanding of multiplication as displayed in the products derived from the experiment. Further, student’s group interactions will be analysed in order to investigate the social processes that may contribute positively to learning.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||This is a refereed paper. Copyright of the collection © Australian Association for Research in Education 2005. Each paper is copyright © of the individual author or authors named on each paper.|
|Uncontrolled Keywords:||mathematics education, multiplication, dialogic learning, conceptual understanding|
|Depositing User:||Assoc Prof Romina Jamieson-Proctor|
|Date Deposited:||05 Dec 2012 05:02|
|Last Modified:||03 Jul 2013 00:52|
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