Literaturnachweis - Detailanzeige
| Autor/inn/en | Barrett, Everard; Armour-Thomas, Eleanor |
|---|---|
| Titel | Finding and Activating the Real Gift for Learning Mathematics: Implications for Teachers' Scope and Sequence. |
| Quelle | (1995), (28 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Cognitive Processes; Context Effect; Elementary Secondary Education; Learning Theories; Mathematical Aptitude; Mathematics Curriculum |
| Abstract | The paper compares "standard" mathematics training with the normal human experience of "contextual learning." Contextual understanding permits children to learn various patterns of events and circumstances in their surroundings. The conclusion is that every child is a competent contextual learner, and functions very effectively learning language and stories even before they attend school. The vast majority of lessons in mathematics are not presented as a developmental, contextual flow of related information. Instead, the information is fragmented, disconnected, and presented in steps to be memorized. The benefits of contextual mathematics teaching methodology are explored such as: (1) the learning of mathematics is accelerated due to its inherent contextuality which enables children to experience acceleration in their learning of stories; and (2) rote learning and remediation time is virtually eliminated from mathematics education. Specific examples and comparisons to everyday situations are presented to support the concept of contextual learning in mathematics. Teachers are encouraged to engage learners in mathematical experiences in ways that enable students to use their existing cognitive structures to construct new understandings. (AIM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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