ERIC Number: ED220279
Record Type: Non-Journal
Publication Date: 1982-Apr
Reference Count: N/A
The Roles of "Understanding" in the Learning of Mathematics. Part II of the Final Report.
Davis, Robert B.; And Others
It is noted that it has long seemed possible to teach mathematics in two distinct ways: (1) learning with understanding, and (2) learning without understanding. The study discussed was designed to ascertain what might be lost if "understanding" was eliminated from instruction, as compared to teaching in which the "understanding" of students was emphasized. An experimental approach was not used in this investigation. Instead, a range of pupils were observed from third grade to calculus students, with episodes identified and categorized that seemed to indicate either a presence or lack of understanding in some particular form. Further, identified behaviors were related to some basic conceptualizations of human information processing that have emerged from recent "cognitive science" studies. (MP)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Curriculum Lab.