Transcending Traditional/Reform Dichotomies in Mathematics Education [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Metz, Martina; Preciado-Babb, A. Paulino; Sabbaghan, Soroush; Davis, Brent; Pinchbeck, Geoffrey; Aljarrah, Ayman
Titel	Transcending Traditional/Reform Dichotomies in Mathematics Education [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Educational Change; Teaching Methods; Mastery Learning; Learning Theories; Learning Motivation; Achievement Gains; Guidelines; Pedagogical Content Knowledge; Elementary School Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Motivation for studies; Lernmotivation; Achievement gain; Leistungssteigerung; Richtlinien; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Here, we report on the development of a theoretical framework for mathematics teaching that looks aside from common traditional/reform dichotomies. Attention is focused on managing the amount of new information students must attend to, while structuring that information in a manner that allows discernment of key features and continuous extension of meaning. Drawing on and combining ideas based on mastery learning and on the variation theory of learning, we propose an alternative where fluency and emergent knowing are inseparable and mutually reinforcing, and motivation is based on success and the challenge of pressing the boundaries of knowing. Gains in student achievement associated with this framework have been significantly faster than national norms. [For the complete proceedings, see ED583608.] (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