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ERIC Number: ED389609
Record Type: RIE
Publication Date: 1995-Oct
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Coming to Terms with Conceptual Knowledge: One Teacher's Journal.
Ebert, Christine L.
This study describes the emerging mathematical understanding of one student enrolled in an elementary mathematics content course. Through the medium of her journal entries, a portrait of Elena's struggle to overcome her difficulty with mathematics and construct conceptual knowledge emerges. Though these struggles are not unique, Elena's story is both poignant and extraordinarily compelling. She gives voice to the child within struggling to make sense of this "mysterious information presented by adults which emphasized procedural skills over all," the adult attempting to negotiate this "return to meaningful learning," and the metacognitive monitor that reflects lucidly on the "mental paralysis" that she experiences even when "one has worked hard and made great effort to control one's reasons and thoughts." By examining Elena's emerging view of conceptual knowledge and her reflections on this process, information can be accessed about viable means of facilitating this process. (Author/MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Preservice Teachers
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.