Learning Mathematics with Understanding
Keywords:
Learning, Understanding, Mathematics.
Abstract
In this essay we discuss a notion of understanding based on construction of meaningful connections or relationships between new knowledge and concepts that we already know. We also describe five elements that can be useful for identifying mathematics classrooms that promote understanding, or for selecting didactical actions that can help us to build a supportive environment for mathematical understanding.
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References
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K. C., Wearne, D., Murray, H., Olivier, A., & Human, P. (1997). Making sense: teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Rubio, C. J. (2006). Problemas para la 20a. Olimpiada Mexicana de Matemática en San Luis Potosí. Mérida: Universidad Autónoma de Yucatán.
Santos-Trigo, M. (2007). La resolución de problemas matemáticos: fundamentos cognitivos. México: Trillas.
Schoenfeld, A. H. (1992). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In: D. A. Grows (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). NY: Macmillan.
Stein, M. K. & Smith M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3, 268-275.
Wertsch, J. V. (1993). Voices of the Mind: a sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Rubio, C. J. (2006). Problemas para la 20a. Olimpiada Mexicana de Matemática en San Luis Potosí. Mérida: Universidad Autónoma de Yucatán.
Santos-Trigo, M. (2007). La resolución de problemas matemáticos: fundamentos cognitivos. México: Trillas.
Schoenfeld, A. H. (1992). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In: D. A. Grows (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). NY: Macmillan.
Stein, M. K. & Smith M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3, 268-275.
Wertsch, J. V. (1993). Voices of the Mind: a sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Published
2014-07-05
How to Cite
Barrera Mora, F., & Reyes Rodríguez, A. (2014). Learning Mathematics with Understanding. Pädi Boletín Científico De Ciencias Básicas E Ingenierías Del ICBI, 2(3). https://doi.org/10.29057/icbi.v2i3.525
Section
Papers
