Strathprints logo
Strathprints Home | Open Access | Browse | Search | User area | Copyright | Help | Library Home | SUPrimo

The role of concrete materials in constructing mathematical meaning education 3-13

Maclellan, Effie (1997) The role of concrete materials in constructing mathematical meaning education 3-13. Education 3-13, 25 (3). pp. 31-35. ISSN 0300-4279

[img] Rich Text (RTF)
The_role_of_concrete_materials.rtf - Draft Version

Download (71kB)

Abstract

The emphasis on concretisation in primary school mathematics is largely derived from orthodox and neo-Piagetian theory. Such theory builds on the constructivist assumptions that mathematical knowledge, like all knowledge, is not directly absorbed by the learner from the teacher but is actively constructed by each individual learner. The realisation that for learning to be effective, it had to be active, manifested itself in a veritable explosion of ‘activity methods’ and ‘learning by doing’ in the belief that unless children were physically acting on concrete materials they could not be learning. But the available evidence suggests that concrete materials have effects on learners which are different from what teachers intended. There is therefore a pressing need to develop pedagogical practices which overtake the limitations of concrete materials and allow mathematical meaning to be constructed.

Item type: Article
ID code: 33378
Keywords: primary education, primary mathematics, teaching mathematics, Education (General), Life-span and Life-course Studies, Education
Subjects: Education > Education (General)
Department: Faculty of Education > Educational and Professional Studies
Depositing user: Pure Administrator
Date Deposited: 16 Sep 2011 15:45
Last modified: 05 Sep 2014 09:45
URI: http://strathprints.strath.ac.uk/id/eprint/33378

Actions (login required)

View Item View Item