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ERIC Number: EJ972360
Record Type: Journal
Publication Date: 2010-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0025-5785
Teaching Activities
Samuelson, Joakim
Mathematics Teaching, n219 p36-38 Sep 2010
The field of mathematics is complex, areas such as arithmetic, and geometry each consist of several sub-domains and encompass many cognitive processes. Achievement tests for elementary pupils assess a wide range of arithmetic skills such as number sense, procedural knowledge, and using problem solving strategies. Although mathematical tests often assess diverse mathematical skills, this data is often summarized as a single "total score" supposedly describing mathematical knowledge. Even though relatively little is known about the phenotypic relationships between mathematical skills, less is known about the impact of different teaching strategies on the development of different mathematical skills. Often a global assessment of mathematics is used, by a researcher, when they report the impact of teaching methods. One hypothesis is that different activities give rise to different cognitive processes and therefore are more effective at targeting different mathematical competencies. In this study, the effectiveness of three different structured methods for teaching children arithmetic, at the beginning of grade 7 (13 years of age), was examined--arithmetic ability, calculation and quantitative concept, and students' self-regulated learning skills in mathematics. Internal and instrumental motivation, self-concept and anxiety, were used as dependent variables.
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden