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What Makes an Example Exemplary?: Pedagogical and Research Issues in Transitions from Numbers to Number Theory.

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Title: What Makes an Example Exemplary?: Pedagogical and Research Issues in Transitions from Numbers to Number Theory.
Language: English
Authors: Mason, John
Peer Reviewed: N
Page Count: 7
Publication Date: 2002
Document Type: Opinion Papers
Speeches/Meeting Papers
Descriptors: Abstract Reasoning, Cognitive Development, Elementary Secondary Education, Formal Operations, Learning Processes, Mathematics Instruction, Numeracy, Teaching Methods
Geographic Terms: United Kingdom; England
Abstract: This paper discusses ways to use worked examples in teaching mathematics. It is argued that neither investigative teaching such as discovery learning nor lecturing and starting from the abstract are helpful as they are based on emotive associations with general labels rather than precise details of pedagogic strategies. (KHR)
Notes: In: Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (26th, Norwich, England, July 21-26, 2002); see SE 067 806.
Journal Code: RIEDEC2003
Entry Date: 2003
Accession Number: ED476086
Database: ERIC
FullText Text:
  Availability: 0
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  Data: What Makes an Example Exemplary?: Pedagogical and Research Issues in Transitions from Numbers to Number Theory.
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  Data: This paper discusses ways to use worked examples in teaching mathematics. It is argued that neither investigative teaching such as discovery learning nor lecturing and starting from the abstract are helpful as they are based on emotive associations with general labels rather than precise details of pedagogic strategies. (KHR)
– Name: Note
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  Data: In: Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (26th, Norwich, England, July 21-26, 2002); see SE 067 806.
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      – SubjectFull: Abstract Reasoning
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      – SubjectFull: Cognitive Development
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Formal Operations
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      – SubjectFull: United Kingdom; England
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      – TitleFull: What Makes an Example Exemplary?: Pedagogical and Research Issues in Transitions from Numbers to Number Theory.
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