Research on the Teaching and Learning of Mathematics [electronic resource] : Some Remarks from a European Perspective / Erik De Corte and Lieven Verschaffel.
An overview is first given of some main theoretical frameworks underlying current European research in mathematical thinking, learning, and teaching. Together with the information-processing and the (neo)-Piagetian approaches, both well known in the United States, two other research paradigms can be...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1986.
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MARC
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| 100 | 1 | |a Corte, Erik de. | |
| 245 | 1 | 0 | |a Research on the Teaching and Learning of Mathematics |h [electronic resource] : |b Some Remarks from a European Perspective / |c Erik De Corte and Lieven Verschaffel. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1986. | ||
| 300 | |a 25 p. | ||
| 500 | |a ERIC Document Number: ED275535. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, San Francisco, CA, April 16-20, 1986). |5 ericd. | ||
| 520 | |a An overview is first given of some main theoretical frameworks underlying current European research in mathematical thinking, learning, and teaching. Together with the information-processing and the (neo)-Piagetian approaches, both well known in the United States, two other research paradigms can be distinguished: the action-oriented approach to learning and instruction developed in the Soviet Union, and the so-called realistic approach. Each is described, with implications. In the next section, European research in the domain of elementary arithmetic word problems is discussed. The focus is on three topics: task characteristics, children's solution processes, and teaching experiments. It is demonstrated that this European research, which is largely unknown to American scientists, has provided insights and findings some of which replicate those of recent American studies, but others of which provide criticisms and completions on this work. A list of 57 references is appended. (MNS) | ||
| 521 | 8 | |a Researchers. |b ericd. | |
| 650 | 0 | 7 | |a Arithmetic. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Processes. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 1 | 7 | |a Educational Theories. |2 ericd. |
| 650 | 1 | 7 | |a Elementary School Mathematics. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 1 | 7 | |a Mathematics Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 1 | 7 | |a Research Methodology. |2 ericd. |
| 650 | 1 | 7 | |a Research Utilization. |2 ericd. |
| 700 | 1 | |a Verschaffel, Lieven. | |
| 710 | 2 | |a Université catholique de Louvain (1970- ) | |
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