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Learning Sequences in the Acquisition of Mathematical Knowledge: Using Cognitive Developmental Theory to Inform Curriculum Design for Pre‐K–6 Mathematics Education

Learning Sequences in the Acquisition of Mathematical Knowledge: Using Cognitive Developmental... ABSTRACT ABSTRACT—Using Central Conceptual Structure theory as an heuristic, learning sequences in the acquisition of number knowledge are described in three forms that bridge theory and practice: as a four‐stage theoretical progression, as items on a developmental test created to test the theoretical progression, and as learning objectives in a curriculum designed to teach math concepts and skills implied in the theoretical progression. Other aspects of the theory that were used to create teaching methods and materials for the Number Worlds curriculum are also described, as are some of the outcomes of this theory‐based program. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Learning Sequences in the Acquisition of Mathematical Knowledge: Using Cognitive Developmental Theory to Inform Curriculum Design for Pre‐K–6 Mathematics Education

Mind, Brain, and Education , Volume 3 (2) – Jun 1, 2009

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References (33)

Publisher
Wiley
Copyright
Copyright © 2009 International Mind, Brain, and Education Society and Wiley Periodicals, Inc.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/j.1751-228X.2009.01060.x
Publisher site
See Article on Publisher Site

Abstract

ABSTRACT ABSTRACT—Using Central Conceptual Structure theory as an heuristic, learning sequences in the acquisition of number knowledge are described in three forms that bridge theory and practice: as a four‐stage theoretical progression, as items on a developmental test created to test the theoretical progression, and as learning objectives in a curriculum designed to teach math concepts and skills implied in the theoretical progression. Other aspects of the theory that were used to create teaching methods and materials for the Number Worlds curriculum are also described, as are some of the outcomes of this theory‐based program.

Journal

Mind, Brain, and EducationWiley

Published: Jun 1, 2009

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