Results of a teaching experiment to foster the conceptual understanding of multiplication based on children's literature

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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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.

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Item Type:	Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Published version deposited with blanket permission of the MERGA President.
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 June 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 June 2013)
Date Deposited:	05 Dec 2012 02:59
Last Modified:	13 Jun 2016 05:19
Uncontrolled Keywords:	mathematics education, multiplication, conceptual understanding
Fields of Research (2008):	13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio-Economic Objectives (2008):	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI:	http://eprints.usq.edu.au/id/eprint/20056

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