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Article de revue:
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ID no. (ISBN etc.): 0936-2835
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Clé de citation BibTeX: Montague2003
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Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), p. p165–175.
Ajoutée par: Sterenn Audo 2008-01-14 13:08:59 Dernièrement modifiée par: Sterenn Audo 2008-01-14 13:10:04
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Catégories: Apprentissage mathématiques, COEFF, Division, Full text
Descripteurs: Constructivism, constructivism, LEARNING disabilities, MATHEMATICS, Mathematics (Concepts), Mathematics Education, Special Education, Students, teaching division, Teaching Methods
Auteurs: Montague
Collection: Exceptionality
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Nombre de vues: 372
Popularité: 33.76%
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Résumé
This article focuses on understanding the teaching and learning of Division from a constructivist perspective. An overview of constructivism is provided first to set the stage for understanding the rationale underlying the move toward the use of a constructivist approach for teaching mathematics. In this special issue, the emphasis is on teaching and learning Division, but the principles discussed can be applied generally across topics within the domain of mathematics. Conceptual and procedural understanding of Division is discussed in the context of both computation and word problem solving. Suggestions are given for teaching students with learning disabilities, using a constructivist framework. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Idées
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Ajoutée par: Sterenn Audo
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