Results of a Teaching Experiment to Foster the Conceptual Understanding of Multiplication Based on Children’s Literature
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The importance of conceptual understanding in mathematics has been well documented (Hiebert & Carpenter, 1992). This paper reports selected results from a research study that used a conjecture-driven teaching experiment (Confrey & Lachance, 1999) to enhance Year 3 students' conceptual understanding of multiplication. The teaching experiment employed children's literature as a mediational tool for students to explore and engage in multiplication activities and dialogue. The SOLO taxonomy (Biggs & Collis, 1989) was used to both frame the novel teaching and learning activities, as well as assess the level of students' conceptual understanding of multiplication.
MERGA 28 - 2005 Building connections: Theory, Research and Practice (Proceedings of the Annual Conference of the Mathematics Education Research Group of Australiasia)
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