Mathematics Education Research in Finland Yearbook 1986. Theory into Practice 18.

Sonst. Personen	Kupari, Pekka (Hrsg.)
Institution	Jyvaskyla Univ. (Finland). Inst. for Educational Research.
Titel	Mathematics Education Research in Finland Yearbook 1986. Theory into Practice 18.
Quelle	(1987), (93 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; deutsch
Dokumenttyp	gedruckt; online; Monographie
ISBN	951-679-849-7
Schlagwörter	Algebra; Cognitive Development; Cognitive Processes; Educational Planning; Educational Research; Elementary Secondary Education; Foreign Countries; Learning Problems; Low Achievement; Mathematics Education; Mathematics Instruction; Metacognition; Problem Solving; Research Utilization; Teaching Methods; Yearbooks; Finland + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Bildungsplanung; Bildungsforschung; Pädagogische Forschung; Ausland; Lernproblem; Unterdurchschnittliche Leistung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Forschungsumsetzung; Teaching method; Lehrmethode; Unterrichtsmethode; Yearbook; Jahrbuch; Finnland
Abstract	This fourth yearbook on research on mathematics teaching in Finland contains five articles, four in English and the fifth in German. "Mathematics as a Cognitive Science" (C. Letteri) examines cognitive aspects related to teaching and learning mathematics, with the focus on the different levels of comprehension and an analysis of basic cognitive and metacognitive skills. "A Project for the Development of Students' Cognitive Processes in the 7th Grade of the Comprehensive School" (P. Malinen) describes experimental teaching with low-achieving students in order to develop analytical skills, use of mathematical strategies, and metacognitive thinking. "A Model for Teaching Problem Solving in Mathematics" (E. Pehkonen) considers prerequisites for problem solving and sketches a model for teaching problem solving which incorporates the solving of separate problems as well as problem solving as a teaching method. "Identification, Comparison and Justification of Central Research Orientations in Didactic Research of Mathematics" (T. Keranto) aims to initiate discussion on central research orientations in didactic research as well as the reason why specific studies are needed. The final article, "Schuelerschwierigkeiten in der Algebra" (G. Loercher), focuses on difficulties students have learning algebra and describes the development of diagnostic tests. (MNS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC