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. |
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| 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 |
| 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) |
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