TEACHING AND LEARNING GROUP STRUCTURES IN THE ELEMENTARY SCHOOL: AN EXPERIMENT

Authors

  • William E. Lamon University of California, Santa Barbara

Abstract

For some years, schools have been on the threshold of remarkable changes in elementary school mathematics, changes in what is being learned as well as how this learning is taking place. New mathematical topics have been introduced into the elementary classroom based on the belief that, at an early age, the child is able to grasp many of the important concepts previously reserved for more mature mathematical minds. Mathematics, as an hierarchical system of abstractions, imposes the need for accurately stated aims and objectives. What do teachers intend to achieve by requiring that children learn mathematics? Recent research in mathematics education has yielded new insights into the "whys" and the "hows" of learning mathematics, in that much of the value of mathematics lies in the thinking skills that a person acquires through the mental manipulation of mathematical concepts and abstractions.

Author Biography

William E. Lamon, University of California, Santa Barbara

William E. Lamon is a specialist in mathematics learning and research in the Graduate School of Education at the University of California, Santa Barbara. Dr. Lamon conducted the present study with the cooperation of the Center for Research in Psycho-Mathematics and the International Study Group for Mathematics Learning.

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Published

1970-09-01

How to Cite

Lamon, W. E. (1970). TEACHING AND LEARNING GROUP STRUCTURES IN THE ELEMENTARY SCHOOL: AN EXPERIMENT. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 5(002). Retrieved from https://mje.mcgill.ca/article/view/6725

Issue

Vol. 5 No. 002 (1970)

Section

Articles

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