NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1121977
Record Type: Journal
Publication Date: 2005
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2382-0349
A Developmental Perspective on Mathematics Teaching and Learning: The Case of Multiplicative Thinking
Young-Loveridge, Jenny
Teachers and Curriculum, v8 p49-58 2005
This paper looks at the issue of mathematics learning from a developmental perspective. It begins by focusing on the importance for teachers of understanding how mathematical thinking develops. The New Zealand Number Framework is used as an example of a developmental progression that is of particular relevance to the teaching of mathematics. The paper examines data from the Numeracy Development Project gathered by teachers using the diagnostic interview--the Numeracy Project Assessment (NumPA). The data comes from almost a quarter of a million students whose teachers have participated in the Numeracy Development Project over the past three years. Two major developmental progressions are explored in the paper- the transition from counting to part-whole strategies, and the move from additive to multiplicative part-whole thinking. The final section of the paper looks at some practical ways of fostering multiplicative thinking using structured materials.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand