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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 2 of 2 (0.07 seconds)Spelling suggestions: "subject:"alltäglichen mathematik"" "subject:"alltäglichen thematik""
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Can Early Algebra lead non-proficient students to a better arithmetical understanding?Gerhard, Sandra 13 April 2012 (has links) (PDF)
In mathematics curricula teachers often find the more or less implicit request to link the taught subjects to the previous knowledge of the students, for example using word problems from everyday life. But in today’s multicultural and multisocial society teachers can no longer assume that the children they teach have a more or less equal background and thus everyday live can have a very different meaning for different children. Furthermore there is evidence that good previous knowledge in arithmetic can hinder the approach to other mathematical subjects, like algebra. In this paper I want
to provide a brief overview on how previous knowledge in arithmetic can affect student\'s access to
algebra and therefore present an early algebra teaching project which introduces elementary school children to algebraic notation by measurement in an action-oriented way. Thereby the chosen
approach to algebra explicitly does not come back to the student\'s previous arithmetical knowledge but additionally may support non-proficient students in obtaining more insight in the structure of
calculations and hence may help them to have more success in solving calculations and word problems.
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| 2 |
Can Early Algebra lead non-proficient students to a better arithmetical understanding?Gerhard, Sandra 13 April 2012 (has links)
In mathematics curricula teachers often find the more or less implicit request to link the taught subjects to the previous knowledge of the students, for example using word problems from everyday life. But in today’s multicultural and multisocial society teachers can no longer assume that the children they teach have a more or less equal background and thus everyday live can have a very different meaning for different children. Furthermore there is evidence that good previous knowledge in arithmetic can hinder the approach to other mathematical subjects, like algebra. In this paper I want
to provide a brief overview on how previous knowledge in arithmetic can affect student\''s access to
algebra and therefore present an early algebra teaching project which introduces elementary school children to algebraic notation by measurement in an action-oriented way. Thereby the chosen
approach to algebra explicitly does not come back to the student\''s previous arithmetical knowledge but additionally may support non-proficient students in obtaining more insight in the structure of
calculations and hence may help them to have more success in solving calculations and word problems.
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