A teaching experiment to foster the conceptual understanding of multiplication based on children's literature to facilitate dialogic learning
Paper
Paper/Presentation Title | A teaching experiment to foster the conceptual understanding of multiplication based on children's literature to facilitate dialogic learning |
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Presentation Type | Paper |
Authors | Worlley, Amanda (Author) and Proctor, Romina M. J. (Author) |
Editors | Jeffery, Peter L. |
Journal or Proceedings Title | Proceedings of the AARE Conference 2004: Positioning Education and Research |
Number of Pages | 22 |
Year | 2005 |
Place of Publication | Coldstream, Vic, Australia |
Web Address (URL) of Paper | http://www.aare.edu.au/04pap/abs04.htm |
Conference/Event | AARE 2004: Australian Association for Research in Education Annual Conference 2004: Positioning Education and Research |
Event Details | AARE 2004: Australian Association for Research in Education Annual Conference 2004: Positioning Education and Research Event Date 29 Nov 2004 to end of 02 Dec 2004 Event Location Melbourne, Australia |
Abstract | The importance of conceptual understanding as opposed to low-level procedural knowledge in mathematics has been well documented (Hiebert & Carpenter, 1992). Development of conceptual understanding of multiplication is fostered when students recognise the equal group structure that is common in all multiplicative problems (Mulligan & Mitchelmore, 1996). This paper reports on the theoretical development of a transformative teaching experiment based on conjecture-driven research design (Confrey & Lachance, 1999) that aims to enhance Year 3 students’ conceptual understanding of multiplication. The teaching experiment employs children’s literature as a motivational catalyst and mediational tool for students to explore and engage in multiplication activities and dialogue. The SOLO taxonomy (Biggs & Collis, 1989) is used to both frame the novel teaching and learning activities, as well as assess the level of students’ conceptual understanding of multiplication as displayed in the products derived from the experiment. Further, student’s group interactions will be analysed in order to investigate the social processes that may contribute positively to learning. |
Keywords | mathematics education, multiplication, dialogic learning, conceptual understanding |
ANZSRC Field of Research 2020 | 390109. Mathematics and numeracy curriculum and pedagogy |
Public Notes | This is a refereed paper. Copyright of the collection © Australian Association for Research in Education 2005. Each paper is copyright © of the individual author or authors named on each paper. |
Byline Affiliations | Griffith University |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q0z86/a-teaching-experiment-to-foster-the-conceptual-understanding-of-multiplication-based-on-children-s-literature-to-facilitate-dialogic-learning
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