Investigating New Curricular Goals: What Develops When First Graders Solve Modelling Tasks?

Autor/inn/en	Keisar, Einav; Peled, Irit
Titel	Investigating New Curricular Goals: What Develops When First Graders Solve Modelling Tasks?
Quelle	In: Research in Mathematics Education, 20 (2018) 2, S.127-145 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keisar, Einav) ORCID (Peled, Irit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2018.1473160
Schlagwörter	Grade 1; Sequential Approach; Task Analysis; Mathematics Activities; Mathematical Models; Problem Solving; Behavioral Objectives; Competency Based Education; Mathematics Achievement; Mathematics Skills; Learning Processes; Teaching Methods + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Schrittfolge; Aufgabenanalyse; Mathematical model; Mathematisches Modell; Problemlösen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Children in a first-grade class who were taking their first steps in formal mathematical knowledge were given a sequence of five modelling tasks during their regular mathematics lessons. These tasks were different in nature from the problems they encountered in their textbooks. They are more complex and challenging, requiring analysis of the problem situation and decisions about the mathematics that could be used. The nature and implementation of the tasks involved new curricular goals and new problem solving norms aimed at developing children's modelling competencies. The findings show that the children were able to accept the new norms that promoted situation analysis and realistic considerations. They increased their use of argumentation, utilised existing additive strategies and displayed some use of multiplicative structures which the children had not encountered formally yet. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01