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  • About
  • 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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1

Reflections on an Initiative to Improve Junior Secondary School Pupils’ Understanding of Number

Johnston, Noel 17 April 2012 (has links) (PDF)
In 2005 the opportunity to apply the New Zealand ‘Numeracy’ approach to teaching Mathematics was extended into the secondary school sector. The goal was to alter teachers’ pedagogy so that ‘sense making’ rather than ‘instruction’ was the core objective of their lessons. Ultimately it is hoped that along with a familiarity and comprehension of Number will come a relatively seamless acquisition of the fundamentals of Algebra. This paper will present details of this approach for teaching Number, the status of Number in the secondary school curriculum, the focus and ramifications of teaching for understanding, as opposed to assimilating and learning to apply algorithms, and will also consider evidence of the effectiveness of the initiative.
berufliche Weiterbildung für Lehrer
Schulen mit Sekundarstufe
Moderatoren in der Schule
Anzahl von Rahmenbedingungen
Diagnostisches Interview
Strategie des Unterrichtsmodells
Teacher professional development
Secondary schools
Teaching for conceptual understanding
In school facilitators
Number framework
Diagnostic interview
Strategy teaching model
ddc:510
rvk:SD 2009
2

Reflections on an Initiative to Improve Junior Secondary School Pupils’ Understanding of Number

Johnston, Noel 17 April 2012 (has links)
In 2005 the opportunity to apply the New Zealand ‘Numeracy’ approach to teaching Mathematics was extended into the secondary school sector. The goal was to alter teachers’ pedagogy so that ‘sense making’ rather than ‘instruction’ was the core objective of their lessons. Ultimately it is hoped that along with a familiarity and comprehension of Number will come a relatively seamless acquisition of the fundamentals of Algebra. This paper will present details of this approach for teaching Number, the status of Number in the secondary school curriculum, the focus and ramifications of teaching for understanding, as opposed to assimilating and learning to apply algorithms, and will also consider evidence of the effectiveness of the initiative.
info:eu-repo/classification/ddc/510
ddc:510

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