東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Considerations of numbers used in ta...

Risley, Rachael Ann.

FindBook

Google Book

Amazon

博客來

Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics./
作者:	Risley, Rachael Ann.
面頁冊數:	179 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10112620
ISBN:	9781339757735

Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics.
Risley, Rachael Ann.

Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics. - 179 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--University of Colorado at Denver, 2016.

This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs' conception of number as a composite unit afford or constrain transition to multiplicative reasoning? (2) Which specific numbers, used in instructional and/or assessment tasks, may support or interfere with SLDs' progression from additive reasoning to multiplicative Double Counting (mDC)? Results suggested that in early participatory stages, using numbers with multiples familiar to the students, such as 2 and 5, promoted multiplicative solution paths (e.g., counting by fives while simultaneously keeping track of how many fives they have counted). This use of familiar numbers allowed for students' reflection on their multiplicative thinking. Introduction of more difficult numbers---any number for which the child was yet to master multiples---tended to limit the multiplicative thinking and move students back to more known (additive) solution paths. In later participatory stages, the introduction of more difficult numbers promoted the progression within mDC.

ISBN: 9781339757735Subjects--Topical Terms:

641129
Mathematics education.

Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics.
LDR:02243nmm a2200277 4500 001 2076557
005 20161104135042.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339757735
035 $a (MiAaPQ)AAI10112620
035 $a AAI10112620
040 $a MiAaPQ $c MiAaPQ
100 1 $a Risley, Rachael Ann. $3 3192025
245 1 0 $a Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics.
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Ron Tzur.
502 $a Thesis (Ph.D.)--University of Colorado at Denver, 2016.
520 $a This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs' conception of number as a composite unit afford or constrain transition to multiplicative reasoning? (2) Which specific numbers, used in instructional and/or assessment tasks, may support or interfere with SLDs' progression from additive reasoning to multiplicative Double Counting (mDC)? Results suggested that in early participatory stages, using numbers with multiples familiar to the students, such as 2 and 5, promoted multiplicative solution paths (e.g., counting by fives while simultaneously keeping track of how many fives they have counted). This use of familiar numbers allowed for students' reflection on their multiplicative thinking. Introduction of more difficult numbers---any number for which the child was yet to master multiples---tended to limit the multiplicative thinking and move students back to more known (additive) solution paths. In later participatory stages, the introduction of more difficult numbers promoted the progression within mDC.
590 $a School code: 0765.
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
690 $a 0280
690 $a 0524
710 2 $a University of Colorado at Denver. $b Educational Studies and Research. $3 2036351
773 0 $t Dissertation Abstracts International $g 77-10A(E).
790 $a 0765
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10112620