Yevdokimov, Oleksiy (2012) Notes about teaching mathematics as relationships between structures: a short journey from early childhood to higher mathematics. The De Morgan Journal, 2 (1). pp. 69-83. ISSN 2049-6559
Abstract
No matter at which level, from mathematics related activities in kindergarten, to studying mathematical courses at university, many learners consider contents they are dealing with in a prescriptive way as a set of direct instructions. Following instructions they are able to complete some tasks. In most cases, however, such a performance is shadowed by their inability to deal with any other task that does not follow exactly the same prescriptive way. The scope of this paper is bound within reflections about one teaching approach that may help to address this issue. This approach focuses on understanding relationships between different structures.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Copyright London Mathematical Society. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Maths and Computing (Up to 30 Jun 2013) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Maths and Computing (Up to 30 Jun 2013) |
| Date Deposited: | 12 Apr 2013 03:27 |
| Last Modified: | 22 Aug 2014 06:28 |
| Uncontrolled Keywords: | teaching mathematics; structures; cognition |
| Fields of Research (2008): | 01 Mathematical Sciences > 0199 Other Mathematical Sciences > 019999 Mathematical Sciences not elsewhere classified 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170299 Cognitive Science not elsewhere classified |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9305 Education and Training Systems > 930503 Resourcing of Education and Training Systems |
| URI: | http://eprints.usq.edu.au/id/eprint/23141 |
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