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ERIC Number: EJ836054
Record Type: Journal
Publication Date: 2009-Apr
Pages: 6
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: ISSN-1072-0839
The Money Context
Tabach, Michal; Friedlander, Alex
Mathematics Teaching in the Middle School, v14 n8 p474-479 Apr 2009
One of the basic disagreements in mathematics education concerns the roles that rules and procedures, on the one hand, and concepts and principles, on the other hand, should play in students' learning of mathematics. The use of procedures and an understanding of concepts are considered to be two separate aspects of mathematical activity. Fortunately, more mathematics educators are increasingly considering the two domains to be complementary rather than contradictory to each other. As a result, they recommend that the learning of rules and procedures be based on tasks that require a deeper understanding of meanings, a flexible choice of solution methods, and an ability to justify the use of the procedures used. This article shows how an activity taken from a beginning algebra course is used to promote students' learning of procedures by a conceptual approach. Using the context of saving money, prealgebra students learn algebraic operations without formal procedures. (Contains 2 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A