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ERIC Number: EJ860364
Record Type: Journal
Publication Date: 2009
Pages: 40
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0732-3123
Rationals and Decimals as Required in the School Curriculum: Part 4--Problem Solving, Composed Mappings and Division
Brousseau, Guy; Brousseau, Nadine; Warfield, Virginia
Journal of Mathematical Behavior, v28 n2-3 p79-118 Jun-Sep 2009
In the late seventies, Guy Brousseau set himself the goal of verifying experimentally a theory he had been building up for a number of years. The theory, consistent with what was later named (nonradical) constructivism, was that children, in suitable carefully arranged circumstances, can build their own knowledge of mathematics. The experiment, carried out by a team of researchers and teachers that included his wife, Nadine, in classrooms at the Ecole Jules Michelet, was to teach all of the material on rational and decimal numbers required by the national program with a carefully structured, tightly woven and interdependent sequence of "situations." This article describes and discusses the fourth and last portion of that experiment. (Contains 1 figure.) [For Part 3, see EJ814977.]
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A