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ERIC Number: ED328087
Record Type: RIE
Publication Date: 1990-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Comprehension and Communicative Evidence in Operative Mathematics Instruction.
von Kugelgen, Rainer
Most students leave school with good or acceptable grades in mathematics, despite the fact that very few actually grasp basic mathematical concepts. Schools appear to be providing ways of acquiring the necessary knowledge without promoting true mathematical comprehension. This is made possible by reducing mathematics, cognitively, to a merely operative level and making unnecessary the integration of conceptualizations into a solution process. Students monitor, interpret, and evaluate the teacher's verbal and non-verbal behavior for recognizable patterns. The structures of this interactive process, and of the subject matter, allow students to limit their solutions to the options made available to them, and manage to produce objectively adequate but not creative solutions. These minimally productive patterns of classroom interaction should be further studied. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Meeting of the World Congress of Applied Linguistics (International Association of Applied Linguistics) (9th, Thessaloniki, Greece, April 15-21, 1990).