Fraction calculation—A didactic approach to constructing mathematical networks

Steiner, Gerhard; Stoecklin, Markus

doi:10.1016/s0959-4752(96)00026-6

Cited by 10 publications

(2 citation statements)

References 21 publications

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“…Students are no longer seeking the single appropriate answer known only by the teacher. Prior to introducing an MEA, teachers do not illustrate an algorithmic process to solve the problem, as is done in a didactic approach (Steiner & Stoecklin, 1997). Instead, students are encouraged to work heuristically, inventing methods and models that will solve the problem.…”

Section: Learning Characteristics Of Measmentioning

confidence: 99%

Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians

Chamberlin

Moon

2005

Journal of Secondary Gifted Education

173

101

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This article addresses the use of Model-Eliciting Activities (MEAs) as a (curricular) tool to develop mathematical creativity and identify students who are creatively gifted in mathematics. The thesis of this article is that by using MEAs, gifted educators can: (a) provide students with opportunities to develop creative and applied mathematical thinking; and (b) analyze students’ mathematical thinking when engaged in creative mathematical tasks, aiding in the identification of those students who are especially talented in domain-specific, mathematical creativity. The authors’ conclude that MEAs have potential for both developing and identifying creatively gifted mathematicians in the middle grades.

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Section: Learning Characteristics Of Measmentioning

confidence: 99%

Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians

Chamberlin

Moon

2005

Journal of Secondary Gifted Education

173

101

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“…However, it is obvious that this will not help students to understand the sizes of fractions. This leads the students to acquire mathematical symbol manipulation instead of recognizing the nature of the mathematical concepts and operations associated with fractions (Steiner & Stoecklin, 1997). There were not any teachers who were incapable of specifying the goals of the LO but capable of analysing the LO.…”

Section: Mete Stated Thatmentioning

confidence: 99%

Learning Outcome Literacy: The Case of Five Elementary Mathematics Teachers

Akdeniz¹,

Argün²

2018

AJTE

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Learning outcome (LO) literacy is conceptualized as a necessary skill for planning teaching and learning activities effectively. The skill has two main components: understanding and interpreting learning outcomes. The current study aimed to identify learning outcome literacy of elementary mathematics teachers with regard to this conceptualization. It is a case study based on the qualitative design. Participants were 5 mathematics teachers working at different elementary (5 th-8 th grade) schools in Turkey. Observations and semi-structured interviews were used for data collection based on 10 learning outcomes selected from algebra and number learning domains in local mathematics curriculum. Content analysis method was used for data analysis. According to the findings, LO literacy can be regarded as a basic teacher competence and it requires the teacher to use the knowledge and skills he/she has. The results showed that participant teachers' LO literacy was insufficient. Considering the interrelation among its components, LO literacy should be developed with all the sub-components for effective teaching of LOs.

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