Categorizing Statements of the Multiplication Principle [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Lockwood, Elise; Reed, Zackery; Caughman, John S., IV
Titel	Categorizing Statements of the Multiplication Principle [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Multiplication; College Mathematics; Textbooks; Textbook Content; Computation; Mathematical Concepts; Mathematical Logic; Textbook Evaluation; Coding + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Multiplikation; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Mathematical logics; Mathematische Logik; Codierung; Programmierung
Abstract	The multiplication principle is a fundamental principle in enumerative combinatorics. It underpins many of the counting formulas students learn, and it provides much-needed justification for why counting works as it does. However, given its importance, the way in which it is presented in textbooks is surprisingly varied. In this paper, we document this variation by presenting a categorization of statement types we found in a textbook analysis. We also highlight mathematical and pedagogical implications of the categorization. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01