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The Resource Teaching and Learning About Whole Numbers in Primary School, by Terezinha Nunes, Beatriz Vargas Dorneles, Pi-Jen Lin, Elisabeth Rathgeb-Schnierer

Teaching and Learning About Whole Numbers in Primary School, by Terezinha Nunes, Beatriz Vargas Dorneles, Pi-Jen Lin, Elisabeth Rathgeb-Schnierer

Creator
Author
Contributor
Summary
This book offers a theory for the analysis of how children learn and are taught about whole numbers. Two meanings of numbers are distinguished - the analytical meaning, defined by the number system, and the representational meaning, identified by the use of numbers as conventional signs that stand for quantities. This framework makes it possible to compare different approaches to making numbers meaningful in the classroom and contrast the outcomes of these diverse aspects of teaching. The book identifies themes and trends in empirical research on the teaching and learning of whole numbers since the launch of the major journals in mathematics education research in the 1970s. It documents a shift in focus in the teaching of arithmetic from research about teaching written algorithms to teaching arithmetic in ways that result in flexible approaches to calculation. The analysis of studies on quantitative reasoning reveals classifications of problem types that are related to different cognitive demands and rates of success in both additive and multiplicative reasoning. Three different approaches to quantitative reasoning education illustrate current thinking on teaching problem solving: teaching reasoning before arithmetic, schema-based instruction, and the use of pre-designed diagrams. The book also includes a summary of contemporary approaches to the description of the knowledge of numbers and arithmetic that teachers need to be effective teachers of these aspects of mathematics in primary school. The concluding section includes a brief summary of the major themes addressed and the challenges for the future. The new theoretical framework presented offers researchers in mathematics education novel insights into the differences between empirical studies in this domain. At the same time the description of the two meanings of numbers helps teachers distinguish between the different aims of teaching about numbers supported by diverse methods used in primary school. The framework is a valuable tool for comparing the different methods and identifying the various assumptions about teaching and learning
Language
eng
Work
Publication
Extent
1 online resource (IX, 50 pages 5 illustrations)
Contents
  • Main Topics You Can Find in this zICME-13 Topical Surveyy
  • Introduction
  • Survey on the State-of-the-art
  • Summary and Looking Ahead
Isbn
9783319451138
Instance
Label
Teaching and Learning About Whole Numbers in Primary School
Title
Teaching and Learning About Whole Numbers in Primary School
Statement of responsibility
by Terezinha Nunes, Beatriz Vargas Dorneles, Pi-Jen Lin, Elisabeth Rathgeb-Schnierer
Creator
Contributor
Author
Subject
Language
eng
Summary
This book offers a theory for the analysis of how children learn and are taught about whole numbers. Two meanings of numbers are distinguished - the analytical meaning, defined by the number system, and the representational meaning, identified by the use of numbers as conventional signs that stand for quantities. This framework makes it possible to compare different approaches to making numbers meaningful in the classroom and contrast the outcomes of these diverse aspects of teaching. The book identifies themes and trends in empirical research on the teaching and learning of whole numbers since the launch of the major journals in mathematics education research in the 1970s. It documents a shift in focus in the teaching of arithmetic from research about teaching written algorithms to teaching arithmetic in ways that result in flexible approaches to calculation. The analysis of studies on quantitative reasoning reveals classifications of problem types that are related to different cognitive demands and rates of success in both additive and multiplicative reasoning. Three different approaches to quantitative reasoning education illustrate current thinking on teaching problem solving: teaching reasoning before arithmetic, schema-based instruction, and the use of pre-designed diagrams. The book also includes a summary of contemporary approaches to the description of the knowledge of numbers and arithmetic that teachers need to be effective teachers of these aspects of mathematics in primary school. The concluding section includes a brief summary of the major themes addressed and the challenges for the future. The new theoretical framework presented offers researchers in mathematics education novel insights into the differences between empirical studies in this domain. At the same time the description of the two meanings of numbers helps teachers distinguish between the different aims of teaching about numbers supported by diverse methods used in primary school. The framework is a valuable tool for comparing the different methods and identifying the various assumptions about teaching and learning
Member of
Cataloging source
UPM
http://library.link/vocab/creatorName
Nunes, Terezinha
Dewey number
370
Illustrations
illustrations
Index
no index present
LC call number
LC8-6691
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorName
  • Dorneles, Beatriz Vargas
  • Lin, Pi-Jen
  • Rathgeb-Schnierer, Elisabeth
Series statement
ICME-13 Topical Surveys,
http://library.link/vocab/subjectName
  • Education
  • Mathematics
  • Teaching
  • Education
  • Mathematics Education
  • Learning & Instruction
  • Teaching and Teacher Education
Label
Teaching and Learning About Whole Numbers in Primary School, by Terezinha Nunes, Beatriz Vargas Dorneles, Pi-Jen Lin, Elisabeth Rathgeb-Schnierer
Instantiates
Publication
Antecedent source
mixed
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Main Topics You Can Find in this zICME-13 Topical Surveyy -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead
Dimensions
unknown
Extent
1 online resource (IX, 50 pages 5 illustrations)
File format
multiple file formats
Form of item
online
Isbn
9783319451138
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-319-45113-8
Other physical details
online resource.
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote
System control number
  • SPR959934972
  • ocn959934972
Label
Teaching and Learning About Whole Numbers in Primary School, by Terezinha Nunes, Beatriz Vargas Dorneles, Pi-Jen Lin, Elisabeth Rathgeb-Schnierer
Publication
Antecedent source
mixed
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Main Topics You Can Find in this zICME-13 Topical Surveyy -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead
Dimensions
unknown
Extent
1 online resource (IX, 50 pages 5 illustrations)
File format
multiple file formats
Form of item
online
Isbn
9783319451138
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-319-45113-8
Other physical details
online resource.
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote
System control number
  • SPR959934972
  • ocn959934972

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