distinction

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tandfonline.com – A distinction between working memory components as unique predictors of mathematical components in 7–8 year old children

Posted on by Troels Gannerup Christensen - Læst 2 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Despite evidence for the involvement of working memory in mathematics attainment, the understanding of its components relationship to individual areas of mathematics is somewhat restricted. This study aims to better understand this relationship. Two-hundred and fourteen year 3 children in the UK were administered tests of verbal and visuospatial working memory, followed by a standardised mathematics test. Confirmatory factor analyses and variance partitioning were then performed on the data to identify the unique variance accounted for by verbal and visuospatial working memory measures for each component of mathematics assessed. Results revealed contrasting patterns between components, with those typically visual components demonstrating a larger proportion of unique variance explained by visuospatial measures. This pattern reveals a level of specificity… Continue Reading →

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tandfonline.com – Dewey and mathematical practice: revisiting the distinction between procedural and conceptual knowledge

Posted on by Troels Gannerup Christensen - Læst 12 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT We identify a recent trend in school mathematics as well as in some of the research literature in mathematics education: an emphasis on the practical uses of mathematics and an increased emphasis on verbalizations as opposed to numerical and computational skills. With tools provided by John Dewey, an early advocate of contextual and practical knowledge, we analyse the common research framework for discussing mathematical knowledge in terms of the procedural and the conceptual. We argue that procedural and conceptual knowledge should not be seen as opposites, and that the tendency to treat them as such might be avoided by emphasising the notion of operational skill. We argue that this is important in order for the students to gain… Continue Reading →