Emergence of Tables as First-Graders Cope with Modelling Tasks

Autor/inn/en	Peled, Irit; Keisar, Einav
Titel	Emergence of Tables as First-Graders Cope with Modelling Tasks
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 4, S.570-583 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1005701
Schlagwörter	Coping; Task Analysis; Tables (Data); Grade 1; Action Research; Sequential Learning; Problem Solving; Mathematical Applications; Program Descriptions; Mathematics Activities; Mathematical Aptitude; Mathematics Education; Elementary School Students; Elementary School Mathematics; Observation; Mathematical Models; Mathematics Achievement + Suchen Sie Ihr Suchwort? Bewältigung; Aufgabenanalyse; Tabelle; School year 01; 1. Schuljahr; Schuljahr 01; Projektforschung; Didaktische Sequenzierung; Lernsequenz; Problemlösen; Angewandte Mathematik; Innermathematische Anwendung; Mathematische Bildung; Elementare Mathematik; Schulmathematik; Beobachtung; Mathematical model; Mathematisches Modell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	In this action research, first-graders were challenged to cope with a sequence of modelling tasks involving an analysis of given situations and choices of mathematical tools. In the course of the sequence, they underwent a change in the nature of their problem-solving processes and developed modelling competencies. Moreover, during the task sequence, the first-graders spontaneously discovered the power of organizing problem data in a table. They did not merely use their existing mathematical knowledge, but also "reinvented" tables as a new mathematical tool. This paper describes the gradual development of this tool as the children moved along the task sequence. Notably, the first-graders exhibited this progress in spite of having relatively little mathematical knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01