Considering student experience and knowledge of context in planning mathematics learning

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Title Considering student experience and knowledge of context in planning mathematics learning
Author Sullivan, Peter; Grootenboer, Peter John; Jorgensen, Robyn Levenia
Publication Title 35th Conference of the international group for the psychology of mathematics education (PME 35)
Editor PME
Year Published 2011
Place of publication Germany
Publisher PME
Abstract In this study, 42 Australian Indigenous children were posed a series of related questions on addition and subtraction. The questions were posed both in the context of money and without any context. The data revealed an alignment between the students’ capacity to work with money and to work with numbers. The money context did not increase the cognitive load or task complexity suggesting that relevant contexts can be used by teachers to support mathematics learning.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.arber.com.tr/pme35.org/index.php/home
Conference name PME 35
Location Ankara, Turkey
Date From 2011-07-10
Date To 2011-07-15
URI http://hdl.handle.net/10072/46391
Date Accessioned 2012-05-22; 2012-08-19T23:22:53Z
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject PRE2009-Curriculum Studies: Mathematics Education
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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