Big Ideas in Primary Mathematics: Issues and Directions

Autor/in	Askew, Mike
Titel	Big Ideas in Primary Mathematics: Issues and Directions
Quelle	In: Perspectives in Education, 31 (2013) 3, S.5-18 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Elementary School Mathematics; Mathematics Instruction; Foreign Countries; Mathematics Curriculum; Mathematical Concepts; South Africa + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article is located within the literature arguing for attention to Big Ideas in teaching and learning mathematics for understanding. The focus is on surveying the literature of Big Ideas and clarifying what might constitute Big Ideas in the primary Mathematics Curriculum based on both theoretical and pragmatic considerations. This is complemented by an analysis of the evidence for two Big Ideas in South Africa's Curriculum and Assessment Policy Statements for Foundation-and Intermediate-Phase Mathematics. This analysis reveals that, while there is some evidence of implicit attention to Big Ideas in the Curriculum, without more explicit attention to these, teachers and, consequently, learners are not likely to develop understanding of Big Ideas and how they connect aspects of mathematics together. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10