Literaturnachweis - Detailanzeige
| Autor/inn/en | Reader, Tracey; Larkin, Kevin; Grootenboer, Peter |
|---|---|
| Institution | Mathematics Education Research Group of Australasia (MERGA) |
| Titel | Identifying and Evaluating Upper Primary School Students' Mental Computation Strategies [Konferenzbericht] Paper presented at the Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (45th, Newcastle, Australia, Jul 2-6, 2023). |
| Quelle | (2023), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Students; Cognitive Processes; Computation; Mathematics Instruction; Concept Formation; Mathematical Concepts; Intervention; Grade 5; Problem Solving; Time; Guidelines |
| Abstract | This conceptual paper discusses two frameworks, developed independently by the lead author, that will provide the conceptual foundation for the identification and evaluation of mental computation strategies students demonstrate during an upcoming research project entitled Mental Computation in Year 5. These frameworks will be used by the lead author during an intervention to investigate the application of mental computation strategies in problem solving tasks involving duration of time. It is an intended outcome of the project that the two frameworks will be useful for teachers and students in upper primary school to provide feedback regarding the teaching and learning of mental computation. (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 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
