TEACHING AND LEARNING GROUP STRUCTURES IN THE ELEMENTARY SCHOOL: AN EXPERIMENT
Résumé
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.Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
Tous les individus désirant reproduire une partie ou l’ensemble du matériel publié sur ce site demander la permission en contactant mje.education@mcgill.ca et mentionner la Revue des sciences de l’éducation de McGill (RSÉM) en tant que source d'origine. De plus, les auteurs doivent transférer les droits d’auteur de leur article à la RSÉM. Ceux-ci peuvent utiliser une partie ou l’ensemble de leur texte dans une autre publication, tout en prenant soin de mentionner la Revue de la manière habituelle. Il est possible de se procurer un exemplaire du formulaire en envoyant un courriel au mje.education@mcgill.ca.