Considering student experience and knowledge of context in planning mathematics learning

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Author(s)
Sullivan, Peter
Grootenboer, Peter
Jorgensen, Robyn
Year published
2011
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In this study, 42 Australian Indigenous children were posed a series of related questions on addition and subtraction. The questions were posed both in the context of money and without any context. The data revealed an alignment between the students' capacity to work with money and to work with numbers. The money context did not increase the cognitive load or task complexity suggesting that relevant contexts can be used by teachers to support mathematics learning.In this study, 42 Australian Indigenous children were posed a series of related questions on addition and subtraction. The questions were posed both in the context of money and without any context. The data revealed an alignment between the students' capacity to work with money and to work with numbers. The money context did not increase the cognitive load or task complexity suggesting that relevant contexts can be used by teachers to support mathematics learning.
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Conference Title
PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 4: DEVELOPING MATHEMATICAL THINKING
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© The Author(s) 2011. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).