Literaturnachweis - Detailanzeige
| Autor/inn/en | Mulligan, Joanne T.; Mitchelmore, Michael C. |
|---|---|
| Institution | Mathematics Education Research Group of Australasia |
| Titel | Developing Pedagogical Strategies to Promote Structural Thinking in Early Mathematics [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), (35th, Singapore, July 2-6, 2012). |
| Quelle | (2012), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Thinking Skills; Mathematical Logic; Longitudinal Studies; Mathematical Concepts; Pedagogical Content Knowledge; Kindergarten; Elementary School Students; Elementary School Mathematics; Mathematics Education; Foreign Countries; Australia |
| Abstract | The Pattern and Structure Mathematical Awareness Program (PASMAP) is an early mathematics program designed to promote structural thinking. PASMAP pedagogy removes the structure commonly provided for students in order to challenge them to construct their own, focusing student attention on spatial and numerical patterns and leading them to formulate their own generalisations. In this paper, we give some examples of Kindergarten PASMAP tasks that develop and link the themes of grid patterns, number patterns, multiplication and base ten numeration. Work samples drawn from a recent evaluation study are used to illustrate the range of students' structural development. (As Provided). |
| Anmerkungen | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
