CONCEPTUAL UNDERSTANDING AS A STRAND OF MATHEMATICAL PROFICIENCY

被引：0
|
作者：
Kilpatrick, Jeremy [1 ]
机构：
[1] Univ Georgia, Athens, GA 30602 USA
来源：
SEMT 09: INTERNATIONAL SYMPOSIUM ELEMENTARY MATHS TEACHING, PROCEEDINGS: THE DEVELOPMENT OF MATHEMATICAL UNDERSTANDING | 2009年
关键词：
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
For decades if not centuries, the development of mathematical understanding has posed vexing problems for mathematics educators. In particular, the construct of understanding has a complicated history in the teaching of elementary school mathematics. One problem has been to decide what is meant by understanding. A second problem has been to distinguish it from other goals of mathematics instruction. And a third has been to figure out how to develop and promote it. In this paper, I offer some thoughts on addressing each of these problems.
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页码：42 / 53
页数：12
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