Mathematics, Tools and Technology

Constructing Mathematical Knowledge Using Multiple Representations: A Case Study of a Grade One Teacher Limin Jao Master of Arts, 2009 Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto Abstract This study examined how an elementary teacher fostered student mathematical

Hierarchy Construction of Mathematical Knowledge

a hierarchy of mathematical knowledge by using hyperlink analysis in our mathematics e-learning site Hierarchy is calculated by an adjacency matrix Index Terms—hierarchy construction, graph, adjacency matrix, mathematical knowledge, node, edge I INTRODUCTION Recently E-learning becomes widely used not only in

Mediation in the Construction of Mathematical Knowledge: A

knowledge building at a situation of mathematical learning about Triangle Similarity Cases using a dynamic geometry software program This article is structured in other five sec- tions, in addition to this introduction In section 2, two essential themes on which to base the research are briefly discussed: the

Mathematical Knowledge Construction through the use of Guided

mathematical representations and form mathematical arguments to construct new knowledge in the chat medium, using the CIM as the key instrument of analysis Keywords: mathematical discourse, collaborative en vironment, uptakes, computer -mediated

Using Trades Math - Careers in Construction

• using and converting between fractions, decimals and percentages • using equations and formulae • using rate, ratio and proportion In this workbook, you will apply math operations to solve construction problems ˚ ese problem situations are likely similar to the ones that you will encounter on the

Investigating Fifth-Grade Students’ Construction of

the mathematical knowledge (i e statistics for elementary school) through classroom discussion?, (2) What role are the students and the teacher playing in the discussion?, (3) What impact do their contributions have in the construction of new mathematical knowledge? As subjects of this study are 21 fifth-grade students of SD Labschool Unesa

Constructing Knowledge in the Classroom - SEDL

knowledge, beliefs, and skills an individual brings to the experience of learning It recognizes the construction of new understanding as a combination of prior learning, new information, and readiness to learn Individuals make choices about what new ideas to accept and how to fit them into their established views of the world