Distinguishing Schemes and Tasks in Children's Development of Multiplicative Reasoning

• Autores: Ron Tzur, Heather Lynn Johnson, Evan McClintock, Rachael Howard Kenney, Yan Ping Xin, Luo Si, Jerry Woordward, Xianyan Jin
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 7, Nº. 3, 2013, págs. 85-101
• Idioma: inglés
• DOI: 10.30827/pna.v7i3.6128
• Títulos paralelos:
  • Distinción de esquemas y tareas en el desarrollo del razonamiento multiplicativo de los niños
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Presentamos una síntesis de hallazgos de experimentos de enseñanza constructivistas en relación con seis esquemas que los niños construyen para razonar multiplicativamente y tareas para promoverlos. Proveemos una plataforma de juego generadora de tareas, descripciones de cada esquema y tareas para apoyarlos. Las tareas deben distinguirse del pensamiento de los niños, y las situaciones de aprendizaje deben organizarse para que (a) se basen en los esquemas que los niños tienen disponibles, (b) promuevan el siguiente esquema en la secuencia y (c) se relacionen con los conceptos matemáticos pretendidos.

  • English

    We present a synthesis of findings from constructivist teaching experiments regarding six schemes children construct for reasoning multiplicatively and tasks to promote them. We provide a task-generating platform game, depictions of each scheme, and supporting tasks. Tasks must be distinguished from children�s thinking, and learning situations must be organized to (a) build on children�s available schemes, (b) promote the next scheme in the sequence, and (c) link to intended mathematical concepts.

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