Results of a teaching experiment to foster the conceptual understanding of multiplication based on children's literature

Paper

Worlley, Amanda and Jamieson-Proctor, Romina. 2005. "Results of a teaching experiment to foster the conceptual understanding of multiplication based on children's literature." Clarkson, Philip, Downton, Ann, Gronn, Donna, Horne, Marj, McDonough, Andrea, Pierce, Robyn and Roche, Anne (ed.) 28th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA28). Melbourne, Australia 07 - 09 Jul 2005 Australia.
Paper/Presentation Title

Results of a teaching experiment to foster the conceptual understanding of multiplication based on children's literature

Presentation TypePaper
AuthorsWorlley, Amanda (Author) and Jamieson-Proctor, Romina (Author)
EditorsClarkson, Philip, Downton, Ann, Gronn, Donna, Horne, Marj, McDonough, Andrea, Pierce, Robyn and Roche, Anne
Journal or Proceedings TitleProceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 28)
Number of Pages8
Year2005
Place of PublicationAustralia
ISBN1920846093
Web Address (URL) of Paperhttp://www.merga.net.au/node/38?year=2005
Conference/Event28th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA28)
Event Details
28th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA28)
Parent
Annual conference of the Mathematics Education Research Group of Australasia
Delivery
In person
Event Date
07 to end of 09 Jul 2005
Event Location
Melbourne, Australia
Abstract

The importance of conceptual understanding in mathematics has been well documented (Hiebert & Carpenter, 1992). This paper reports selected results from a research study that used a conjecture-driven teaching experiment (Confrey & Lachance, 1999) to enhance Year 3 students’ conceptual understanding of multiplication. The teaching experiment employed children’s literature as a mediational tool for students to explore and engage in multiplication activities and dialogue. The SOLO taxonomy (Biggs & Collis, 1989) was used to both frame the novel teaching and learning activities, as well as assess the level of students’ conceptual understanding of multiplication.

Keywordsmathematics education, multiplication, conceptual understanding
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsGriffith University
Institution of OriginUniversity of Southern Queensland
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