 How Mathematics Teaching Develops Pupils’ Reasoning SystemsTerezinha Nunes
A chapter in Proceedings of the Ninth International Congress on Mathematical Education, 2004, pp 58-71 from Springer Abstract: Conclusion I conclude with a research agenda, rather than a solution. The use of systems theory helps us understand how reasoning systems become more powerful through mathematics teaching. But we know that progress is not an automatic result. In order to be certain that we are building more powerful reasoning systems in the classroom, we must investigate which principles are essential for the system to work well, the variable mechanisms or tools that teachers can insert into the reasoning system, and what type of changes we expect to accomplish. I suggest that in many cases we should not be satisfied with the simplest changes, where the same principles are used without the refinements that can result from the incorporation of new tools. If we are able to understand the principles used by pupils in the organisation of their reasoning, we should also be able to examine which refinements they need, and investigate ways of promoting these refinements in the classroom. Keywords: Mathematics Teaching; Reasoning System; Variable Mechanism; Correspondence Schema; Division Problem (search for similar items in EconPapers) There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-1-4020-7910-8_4 Ordering information: This item can be ordered from Access Statistics for this chapter More chapters in Springer Books from Springer |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.