id: 02307466
dt: j
an: 1995d.02296
au: Orton, R.E.; Post, T.R.; Behr, M.J.; Cramer, K.; Harel, G.; Lesh, R.
ti: Logical and psychological aspects of rational number pedagogical reasoning.
so: Hiroshima J. Math. Educ. 3, 63-75 (1994).
py: 1994
pu: ,
la: EN
cc: F40
ut:
ci:
li:
ab: This paper synthesizes research on content knowledge of rational numbers,
the learning of rational number order and equivalence concepts, and
teachers’ pedagogical reasoning about these concepts. The paper uses
teacher’s descriptions of how a hypothetical student would understand
rational numbers to sketch a formative model of pedagogical reasoning.
The idea behind the model is to use what is known about the learning of
rational number concepts as a normative base for the assessment of
teachers’ pedagogical reasoning. "Good" and "bad" examples of teacher
reasoning, from the perspective of the model, are described. The
evaluation is made by comparing teachers’ explanations of student
thinking about rational numbers with what is known about the logic and
the psychology of rational number learning. (orig.)
rv: