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dc.contributor.authorHurst, Chris
dc.date.accessioned2018-08-08T04:42:42Z
dc.date.available2018-08-08T04:42:42Z
dc.date.created2018-08-08T03:50:39Z
dc.date.issued2018
dc.identifier.citationHurst, C. 2018. A tale of two kiddies: A Dickensian slant on multiplicative thinking. Australian Primary Mathematics Classroom. 23 (1): pp. 31-36.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/69885
dc.description.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.

dc.publisherAustralian Asssociation of Mathematics Teachers
dc.titleA tale of two kiddies: A Dickensian slant on multiplicative thinking
dc.typeJournal Article
dcterms.source.volume23
dcterms.source.number1
dcterms.source.startPage31
dcterms.source.endPage36
dcterms.source.issn1326-0286
dcterms.source.titleAustralian Primary Mathematics Classroom
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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