Teaching Mathematical Problem-Solving with the Brain in Mind: How can opening a closed problem help?
Povzetek
In the international literature, increasing numbers of articles and books are published about teaching and learning, with the brain in mind. For a long time, I have been sceptical about this question. However, seeing many unresolved issues in the teaching and learning of mathematics, I slowly started to study the relevant literature and have attempted to implement some ideas in my teaching. In this article, I will report on my experience with a selected mathematical problem in mathematics lessons and group study sessions; I will demonstrate how I modified the problem, based on my experience with the students, and I will reflect on my studies of brain-based mathematics teaching and learning.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
Aschraft, M. H., & Radvansky, G. A. (2010). Cognition. New York: Pearson.
Baddeley, A., Eysenk, M. V., & Anderson M. C. (2009). Memory. New York: Psychology Press.
Banikowski, A. K. (1999). Strategies to enhance memory based on brain-research. In Focus on Exceptional Children. Vol.32. Issue 2.
Bender, W. N. (2009). Differentiating Math Instruction. California: Thousand Oaks.
Davidson, J. E., & Sternberg, R. J. (2003). The Psychology of Problem Solving. Cambridge: Cambridge University Press,
Della Sala, S., & Anderson, M. (2012). Neuroscience in Education. Oxford: Oxford University Press.
Eysenk, M. V. (2007). Fundamentals of Cognition. New York: Psychology Press.
Gasser, P. (2008). Neuropsychologische Grundlagen des Lehrens und Lernens. Bern: h e p Bildungsverlag.
Gasser, P. (2010). Gehirngerecht lernen. Bern: h e p Bildungsverlag.
Gathercole, S. E., & Alloway, T. P. (2009). Working memory and Learning. London: SAGE Publication.
Kahneman, D. (2011). Thinking, Fast and Slow. New York: Farrar Straus and Giroux.
Lakoff, G., & Nunez, R. (2000). Where mathematics comes from: how the embodied mind brings mathematics into being. New York: Basic Books.
Meltzer, L. (2007). Executive Function in Education. New York: The Guilford Press.
Nunez, R., & Freeman, W. J. (Eds.) (1999). Reclaiming Cognition. The primacy of action, intention and emotion. Thorverten, UK: Imprint Academic,
Pinker, S. (1999). How the Mind Works. New York: W. W. Norton Company,
Sammons, L. (2010). Guided Math. A Framework for Mathematics Instruction. Huntington Beach: Shell Education.
Small, M. (2012). Good Questions: Great Ways to Differentiate Mathematics Instruction. London: Teacher College Press.
Small, M., & Linn, A. (2010). More Good Questions. Great Ways to Differentiate Secondary Mathematics Instruction. New York: Teacher College Press,
Sousa, D. A. (2008). How the Brain Learns Mathematics. Thousand Oaks: Corwin Press.
Sternberg, R. J., & Ben-Zeev, T. (1996). The Nature of Mathematical Thinking. Malwah, N.J: Lawrence Erlbaum Associates.
Ronis, D. (2007). Brain-Compatible Mathematics. London: Corwin Press.
Baddeley, A., Eysenk, M. V., & Anderson M. C. (2009). Memory. New York: Psychology Press.
Banikowski, A. K. (1999). Strategies to enhance memory based on brain-research. In Focus on Exceptional Children. Vol.32. Issue 2.
Bender, W. N. (2009). Differentiating Math Instruction. California: Thousand Oaks.
Davidson, J. E., & Sternberg, R. J. (2003). The Psychology of Problem Solving. Cambridge: Cambridge University Press,
Della Sala, S., & Anderson, M. (2012). Neuroscience in Education. Oxford: Oxford University Press.
Eysenk, M. V. (2007). Fundamentals of Cognition. New York: Psychology Press.
Gasser, P. (2008). Neuropsychologische Grundlagen des Lehrens und Lernens. Bern: h e p Bildungsverlag.
Gasser, P. (2010). Gehirngerecht lernen. Bern: h e p Bildungsverlag.
Gathercole, S. E., & Alloway, T. P. (2009). Working memory and Learning. London: SAGE Publication.
Kahneman, D. (2011). Thinking, Fast and Slow. New York: Farrar Straus and Giroux.
Lakoff, G., & Nunez, R. (2000). Where mathematics comes from: how the embodied mind brings mathematics into being. New York: Basic Books.
Meltzer, L. (2007). Executive Function in Education. New York: The Guilford Press.
Nunez, R., & Freeman, W. J. (Eds.) (1999). Reclaiming Cognition. The primacy of action, intention and emotion. Thorverten, UK: Imprint Academic,
Pinker, S. (1999). How the Mind Works. New York: W. W. Norton Company,
Sammons, L. (2010). Guided Math. A Framework for Mathematics Instruction. Huntington Beach: Shell Education.
Small, M. (2012). Good Questions: Great Ways to Differentiate Mathematics Instruction. London: Teacher College Press.
Small, M., & Linn, A. (2010). More Good Questions. Great Ways to Differentiate Secondary Mathematics Instruction. New York: Teacher College Press,
Sousa, D. A. (2008). How the Brain Learns Mathematics. Thousand Oaks: Corwin Press.
Sternberg, R. J., & Ben-Zeev, T. (1996). The Nature of Mathematical Thinking. Malwah, N.J: Lawrence Erlbaum Associates.
Ronis, D. (2007). Brain-Compatible Mathematics. London: Corwin Press.
Objavljeno
2014-06-30
Kako citirati
Ambrus, A. (2014). Teaching Mathematical Problem-Solving with the Brain in Mind: How can opening a closed problem help?. Revija Centra Za študij Edukacijskih Strategij , 4(2), 105–120. https://doi.org/10.26529/cepsj.207
Rubrike
VARIA
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
