A tale of two kiddies: A Dickensian slant on multiplicative thinking
Evidence suggests that some students have learned procedures with little or no underpinning understanding while others have a much more connected and conceptual levels of understanding. In this article, the work of four primary students is discussed in terms of their contextual understanding of mult...
| Main Author: | |
|---|---|
| Format: | Journal Article |
| Published: |
Australian Asssociation of Mathematics Teachers
2018
|
| Online Access: | http://hdl.handle.net/20.500.11937/69885 |
| _version_ | 1848762159319744512 |
|---|---|
| author | Hurst, Chris |
| author_facet | Hurst, Chris |
| author_sort | Hurst, Chris |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Evidence suggests that some students have learned procedures with little or no underpinning understanding while others have a much more connected and conceptual levels of understanding. In this article, the work of four primary students is discussed in terms of their contextual understanding of multiplicative concepts. The difference between teaching for understanding and procedural teaching is highlighted. An analogy is drawn with Charles Dickens' character, Mr Thomas Gradgrind, who would have endorsed procedural teaching and abhorred teaching that encouraged understanding. The work of four primary students is discussed in terms of their contextual understanding of multiplicative concepts. The difference between teaching for understanding and procedural teaching is highlighted. |
| first_indexed | 2025-11-14T10:43:08Z |
| format | Journal Article |
| id | curtin-20.500.11937-69885 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:43:08Z |
| publishDate | 2018 |
| publisher | Australian Asssociation of Mathematics Teachers |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-698852019-01-22T05:11:12Z A tale of two kiddies: A Dickensian slant on multiplicative thinking Hurst, Chris Evidence suggests that some students have learned procedures with little or no underpinning understanding while others have a much more connected and conceptual levels of understanding. In this article, the work of four primary students is discussed in terms of their contextual understanding of multiplicative concepts. The difference between teaching for understanding and procedural teaching is highlighted. An analogy is drawn with Charles Dickens' character, Mr Thomas Gradgrind, who would have endorsed procedural teaching and abhorred teaching that encouraged understanding. The work of four primary students is discussed in terms of their contextual understanding of multiplicative concepts. The difference between teaching for understanding and procedural teaching is highlighted. 2018 Journal Article http://hdl.handle.net/20.500.11937/69885 Australian Asssociation of Mathematics Teachers restricted |
| spellingShingle | Hurst, Chris A tale of two kiddies: A Dickensian slant on multiplicative thinking |
| title | A tale of two kiddies: A Dickensian slant on multiplicative thinking |
| title_full | A tale of two kiddies: A Dickensian slant on multiplicative thinking |
| title_fullStr | A tale of two kiddies: A Dickensian slant on multiplicative thinking |
| title_full_unstemmed | A tale of two kiddies: A Dickensian slant on multiplicative thinking |
| title_short | A tale of two kiddies: A Dickensian slant on multiplicative thinking |
| title_sort | tale of two kiddies: a dickensian slant on multiplicative thinking |
| url | http://hdl.handle.net/20.500.11937/69885 |