A Disposition to Attend to Relationships: A Key Shift in the Development of Multiplicative Thinking. Key Shifts in Thinking in the Development of Mathematical Reasoning. [Symposium] [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).

Autor/in	Siemon, Dianne
Institution	Mathematics Education Research Group of Australasia (MERGA)
Titel	A Disposition to Attend to Relationships: A Key Shift in the Development of Multiplicative Thinking. Key Shifts in Thinking in the Development of Mathematical Reasoning. [Symposium] [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (44th, Launceston, Tasmania, Australia, Jul 3-7, 2022).
Quelle	(2022), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Skills; Thinking Skills; Middle School Students; Multiplication; Item Response Theory; Addition; Problem Solving; Mathematical Models; Mathematics Instruction; Scaffolding (Teaching Technique); Numeracy + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multiplikation; Item-Response-Theorie; Problemlösen; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Rechenkompetenz
Abstract	This paper draws on numerous data sources to better understand the shift from additive to multiplicative thinking in years 4 to 9. Research studies that have used the Scaffolding Numeracy in the Middle Years assessment tasks have found that while students can be supported to move through the early and upper zones of the Learning and Assessment Framework for multiplicative thinking, it has been difficult to move students through Zone 4 at the same rate. A closer examination of item responses at this level reveal that a disposition to notice and work with relationships between quantities may explain this phenomenon. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01