NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Inhibiting Factors in Generating Examples by Mathematics Teachers and Student Teachers: The Case of Binary Operation.
Peer reviewed Peer reviewed
Zaslavsky, Orit; Peled, Irit – Journal for Research in Mathematics Education, 1996
Inservice (n=36) and preservice (n=67) mathematics teachers were asked for a commutative, nonassociative binary operation. Responses were analyzed for correctness, productiveness, mathematical content, and underlying difficulties. Both groups exhibited a weak concept by failing to produce an example and using a limited content search space.…
Descriptors: Cognitive Structures, Elementary Secondary Education, Mathematics Teachers, Number Concepts
Number Sense as Situated Knowing in a Conceptual Domain.
Peer reviewed Peer reviewed
Greeno, James G. – Journal for Research in Mathematics Education, 1991
This paper theoretically characterizes number sense as a set of cognitive capabilities for constructing and reasoning within mental models. This perspective provides support for viewing various aspects of number sense as features of students' general condition of knowing about numbers and magnitude, rather than as skills needing specific…
Descriptors: Cognitive Development, Cognitive Structures, Concept Formation, Elementary Secondary Education
Sull'Integrazione delle Strutture Numeriche nella Scuola dell'Obbligo (Integrating Numerical Structures in Mandatory School).
Peer reviewed Peer reviewed
Bonotto, C. – Insegnamento della Matematica e delle Scienze Integrate, 1995
Attempted to verify knowledge regarding decimal and rational numbers in children ages 10-14. Discusses how pupils can receive and assimilate extensions of the number system from natural numbers to decimals and fractions and later can integrate this extension into a single and coherent numerical structure. (Author/MKR)
Descriptors: Cognitive Structures, Decimal Fractions, Elementary School Students, Elementary Secondary Education