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dc.contributor.authorSullivan, Peteren_US
dc.contributor.authorGrootenboer, Peteren_US
dc.contributor.authorJorgensen, Robynen_US
dc.contributor.editorPMEen_US
dc.date.accessioned2017-05-03T13:12:55Z
dc.date.available2017-05-03T13:12:55Z
dc.date.issued2011en_US
dc.date.modified2012-08-19T23:22:53Z
dc.identifier.refurihttp://www.arber.com.tr/pme35.org/index.php/homeen_US
dc.identifier.urihttp://hdl.handle.net/10072/46391
dc.description.abstractIn 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherPMEen_US
dc.publisher.placeGermanyen_US
dc.publisher.urihttp://www.arber.com.tr/pme35.org/index.php/homeen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenamePME 35en_US
dc.relation.ispartofconferencetitle35th Conference of the international group for the psychology of mathematics education (PME 35)en_US
dc.relation.ispartofdatefrom2011-07-10en_US
dc.relation.ispartofdateto2011-07-15en_US
dc.relation.ispartoflocationAnkara, Turkeyen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchcode330202en_US
dc.titleConsidering student experience and knowledge of context in planning mathematics learningen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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