Results of a Teaching Experiment to Foster the Conceptual Understanding of Multiplication Based on Children’s Literature
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Jamieson-Proctor, Romina
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Phillip Clarkson et al.
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Abstract
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.
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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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© 2005 MERGA. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.