Learning not to think in a textbook-based mathematics class

Autor:	Betsy McNeal
Rok vydání:	1995
Předmět:	Class (computer programming) Mathematical development Applied Mathematics Pedagogy Mathematics education Prior learning Primary education Cognition Psychology Applied Psychology Education
Zdroj:	The Journal of Mathematical Behavior. 14:205-234
ISSN:	0732-3123
DOI:	10.1016/0732-3123(95)90006-3
Popis:	This study coordinates anthropological and cognitive perspectives on one child's learning of the standard addition algorithm. Changes in the child's mathematical beliefs and constructions were analyzed as he moved from a experimental 2nd-grade mathematics class characterized by inquiry mathematics to a textbook-based third grade. Piagetian clinical interviews focusing on this mathematical understanding before, during, and after 8 weeks of instruction in third grade were coordinated with an interactional analysis of a typical textbook lesson selected from a larger microethnographic study of his classroom mathematical community. The resulting description of the social norms and mathematical practices of this community provide a background against which the child's mathematical development is examined. The analysis shows that he had abandoned his self-generated computational algorithms in favor of less understood conventional procedures.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::f461ee3f82fad7ba57e96c360be76051 https://doi.org/10.1016/0732-3123(95)90006-3 Zobrazit plný text záznamu Full Text from ScienceDirect