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) |
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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 Jun 2013) |
Faculty/School / Institute/Centre: | Historic - Faculty of Education (Up to 30 Jun 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 |
Fields of Research (2020): | 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 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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