Difficulties with whole number learning and respective teaching strategies

Rottmann T, Peter-Koop A (2015)
In: Proceedings of ICMI-Study 23 „Primary Mathematics Study on Whole Numbers“ . Sun X, Kaur B, Novotná J, University of Macau, China (Eds); Macao: University of Macau: 362-370.

Konferenzbeitrag | Veröffentlicht | Englisch
 
Herausgeber*in
Sun, Xuhua; Kaur, Berinderjeet; Novotná, Jarmila
herausgebende Körperschaft
University of Macau, China
Abstract / Bemerkung
This paper and the accompanying video introduce a conceptual framework that is used to assist individual students that experience severe learning difficulties in whole number arithmetic. As well as for individual tutoring sessions, this framework can also be applied to classroom teaching and learning. Following a brief description of the organisation and central aims of the intervention programme as well as the used manipulatives, a Four-Phases-Model is presented to support the development of basic computational ideas with respect to the specific arrangement in the case of Ole, the second-grade student featured in the accompanying video. Furthermore, this FourPhases-Model can be used to document the individual learning process and offers opportunities for the evaluation the intervention programme in future research.
Erscheinungsjahr
2015
Titel des Konferenzbandes
Proceedings of ICMI-Study 23 „Primary Mathematics Study on Whole Numbers“
Seite(n)
362-370
Konferenz
The Twenty-third ICMI Study: Primary Mathematics Study on Whole Numbers
Konferenzort
Macau (China)
Konferenzdatum
2015-06-03 – 2015-06-07
ISBN
978-99965-1-066-3
Page URI
https://pub.uni-bielefeld.de/record/2937767

Zitieren

Rottmann T, Peter-Koop A. Difficulties with whole number learning and respective teaching strategies. In: Sun X, Kaur B, Novotná J, University of Macau, China, eds. Proceedings of ICMI-Study 23 „Primary Mathematics Study on Whole Numbers“ . Macao: University of Macau; 2015: 362-370.
Rottmann, T., & Peter-Koop, A. (2015). Difficulties with whole number learning and respective teaching strategies. In X. Sun, B. Kaur, J. Novotná, & University of Macau, China (Eds.), Proceedings of ICMI-Study 23 „Primary Mathematics Study on Whole Numbers“ (pp. 362-370). Macao: University of Macau.
Rottmann, T., and Peter-Koop, A. (2015). “Difficulties with whole number learning and respective teaching strategies” in Proceedings of ICMI-Study 23 „Primary Mathematics Study on Whole Numbers“ , Sun, X., Kaur, B., Novotná, J., and University of Macau, China eds. (Macao: University of Macau), 362-370.
Rottmann, T., & Peter-Koop, A., 2015. Difficulties with whole number learning and respective teaching strategies. In X. Sun, et al., eds. Proceedings of ICMI-Study 23 „Primary Mathematics Study on Whole Numbers“ . Macao: University of Macau, pp. 362-370.
T. Rottmann and A. Peter-Koop, “Difficulties with whole number learning and respective teaching strategies”, Proceedings of ICMI-Study 23 „Primary Mathematics Study on Whole Numbers“ , X. Sun, et al., eds., Macao: University of Macau, 2015, pp.362-370.
Rottmann, T., Peter-Koop, A.: Difficulties with whole number learning and respective teaching strategies. In: Sun, X., Kaur, B., Novotná, J., and University of Macau, China (eds.) Proceedings of ICMI-Study 23 „Primary Mathematics Study on Whole Numbers“ . p. 362-370. University of Macau, Macao (2015).
Rottmann, Thomas, and Peter-Koop, Andrea. “Difficulties with whole number learning and respective teaching strategies”. Proceedings of ICMI-Study 23 „Primary Mathematics Study on Whole Numbers“ . Ed. Xuhua Sun, Berinderjeet Kaur, Jarmila Novotná, and University of Macau, China. Macao: University of Macau, 2015. 362-370.
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