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Christoph Selter Susanne Prediger Marcus Nührenb?rger Stephan Hu?mann 《Educational Studies in Mathematics》2012,79(3):389-408
Subtraction can be understood by two basic models—taking away (ta) and determining the difference (dd)—and by its inverse
relation to addition. Epistemological analyses and empirical examples show that the two models are not relevant only in single-digit
arithmetic. As curricula should be developed in a longitudinal perspective on mathematics learning processes, the article
highlights some exemplary steps in which the inverse relation is discussed in light of the two models, namely mental subtraction,
the standard algorithms for subtraction, negative numbers and manipulations for solving algebraic equations. For each step,
the article presents educational considerations for fostering a flexible use of the two models as well as of the inverse relation
between subtraction and addition. In each section, a mathe-didactical analysis is conducted, empirical results from literature
as well as from our own case studies are presented and consequences for teaching are sketched. 相似文献
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Christoph Selter 《Educational Studies in Mathematics》2001,47(2):145-173
The present paper describes the success, the methods (mental, informal written, standard algorithm) and the strategies of
informal written arithmetic to be observed when 300 elementary students worked on six addition and six subtraction problems
with three-digit numbers. These twelve problems were administered repeatedly by means of a class test: in February (grade
3; nine-year-olds) before the standard algorithms were introduced, in June after they had been dealt with and in October at
the beginning of grade 4.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Christoph Selter 《Educational Studies in Mathematics》1998,36(1):1-27
There rarely seems to be any disagreement that teaching should build on children's mathematics, but there are many possible ways to put this demand in concrete terms. In this sense, the present paper describes a teaching experiment in grade three based on Treffers' idea of vertical mathematisation. Central components of the developed course are discussed, with focus on the use of the empty number line and of maths diaries as well as on the idea of conducting maths conferences. The teaching experiment is illustrated by means of children's own productions and finally put into a broader context as contributing to the design science approach of mathematics education. 相似文献
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