INTUITIVE UNDERSTANDING OF EARLY ELEMENTARY SCHOOL STUDENTS IN CONSTRUCTING THE AREA
Abstract
Full Text:
PDFReferences
Ausubel, D. P. (1968). Facilitating meaningful verbal learning in the classroom. Arithmetic Teacher, 15, 126–132.
Baranes, R., Perry, M., & Stigler, J. W. (1989). No Title. Activation of Real-World Knowledge in the Solution of Word Problems. Cognition and Instruction, 6, 287–318.
Battista, M. T., Clements, D. H., Arnoff, J., Battista, K., & Borrow, C. V. A. (1998). Students’ Spatial Structuring of 2D Arrays of Squares. Journal for Research in Mathematics Education, 29(5), 503–532. https://doi.org/10.2307/749731
Bennett, A. B., Burton, L. J., & Nelson, L. T. (2012). Mathematics for Elementary Teachers: A Conceptual Approach. New York: McGraw-Hill.
Berenson, S. B., & Carter, G. S. (1995). Changing assessment practices in science and mathematics. Social Science and Mathematics, 95, 182–186.
Byers, V., & Herscovics, N. (1977). Understanding school mathematics. Mathematics Teaching, 81, 24–27.
Creswell, J. W. (2012). Educational Research: planning, conducting, and evaluating quantitative and qualitative research. Boston, United States of America: Pearson Education.
Freudental, H. (1983). Didactical Phenomenology of Mathematical Structures. New York, London: Kluwer Academic Publishers.
Hiebert, J. (1981). Units of Measure : Results and from Implications National Assessment. The Arithmetic Teacher, 28(6), 38–43.
Hiebert, J., & Carpenter, T. P. (1992). Handbook of research on mathematics teaching and learning. In Learning and teaching with understanding. In D. A. Grouws (Ed.) (pp. 65–97). New York: Macmillan.
Hirstein, J. J., Lamb, C. E., & Osborne, A. (1978). Student misconceptions about area measure. Arithmetic Teacher, 25(5), 10–16.
Linchevski, L., & Kutscher, B. (1998). Tell me with whom you’re learning, and I’ll tell you how much you’ve learned: Mixed-ability versus same-ability grouping in mathematics. Some issues in the psychology of mathematics instruction. Journal for Research in Mathematics Education, 29, 533–554.
Lynne N, O., & Michael C, M. (2000). Young Children’s Intuitive Understanding of Rectangular Area Measurement Young Children ’ s Intuitive Understanding of Rectangular Area Measurement. Journal for Research in Mathematics Education, 31(2), 144–167. https://doi.org/10.2307/749749
NCTM. (1989). Curriculum and evaluation standards for school mathematics. Reston: VA: Author.
NCTM. (2010). Why is Teaching with Problem Solving Important to Student Learning? National Council of Teachers of Mathematics, 13(12), 1–6. https://doi.org/10.1016/S2213-8587(14)70016-6
Outhred, L., & Mitchelmore, M. (2004). Students’ Structuring of Rectangular Arrays. In Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 465–472).
Pirie, S. E. . (1988). Understanding: instrumental, relational, intuitive, constructed, formalised ...? How can we know? For the Learning of Mathematics, 8(3), 2–6. https://doi.org/10.2307/40248145
Skemp, R. R. (1987). Psychology of Learning Mathematics. Hillsdale, NJ: Erlbaum.
Refbacks
- There are currently no refbacks.
International Journal of Insight for Mathematics Teaching is licensed under
Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)