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    A tale of two kiddies: A Dickensian slant on multiplicative thinking

    Access Status
    Fulltext not available
    Authors
    Hurst, Chris
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Hurst, C. 2018. A tale of two kiddies: A Dickensian slant on multiplicative thinking. Australian Primary Mathematics Classroom. 23 (1): pp. 31-36.
    Source Title
    Australian Primary Mathematics Classroom
    ISSN
    1326-0286
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/69885
    Collection
    • Curtin Research Publications
    Abstract

    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.

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