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ERIC Number: ED501153
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Complexity in Teaching and Children's Mathematical Thinking
Wood, Terry; McNeal, Betsy
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p435-441
In the research conducted, the relationship between teaching complexity and children's mathematical thinking was investigated in 4 "reform" classes and 1 conventional elementary class (7-8 years). Forty lessons were analyzed for the type of teaching and children's mathematical thinking revealed during class discussion. The results indicate increased complexity in teaching and level of children's thinking was highly related to the kinds of interaction that distinguished three class cultures. These findings complete a previously proposed theoretical framework that integrates teaching and learning by detailing acts of teaching in relation to complexity of children's thinking. (Contains 1 footnote and 2 figures.) [For complete proceedings, see ED500860.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.; National Science Foundation, Washington, DC.
Authoring Institution: N/A