Introducing additive compare problems – traditional vs. constructivist approach

• Autorzy: Elżbieta Mrożek
• Języki publikacji: PL

Abstrakty

EN

In the article I have presented a proposal to amend the existing methodology of teaching to solve additive compare word problems by introducing a curriculum based on the constructivist approach.When the sets are not equal and one set has more elements than the other, a surplus of is visible and one can ask a natural question: How many more?The results of the constructivist introduction to teaching additive compare problems proved to be optimistic. Almost all pupils succeeded in simple situations, answering the question: How many more?, although they had not studied these issues at school. This suggests that the pupils beginning school education already possess some extracurricular personal knowledge on the subject.

Słowa kluczowe

PL

EN

• Wydawca: Polish Mathematical Society
• Czasopismo: Didactica Mathematicae
• Rocznik: 2015
• Tom: 37

Daty

wydano

2015

online

2015-12-31

Twórcy

autor

Elżbieta Mrożek

Identyfikatory

DOI

10.14708/dm.v37i0.841