A Facilitation Model for the Transfer of Basic Mathematical Concepts

In this paper the author proposes a learning model for basic mathematics based on measurement concepts. By analyzing mathematical concepts and citing related psychological and educational research, he develops and justifies this model. The basic premise on which the model is based is the notion that...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
1. Verfasser:	Van Wagenen, R. Keith
Format:	Report
Sprache:	eng
Schlagworte:	Curriculum Elementary Education Elementary School Mathematics Learning Mathematical Concepts Measurement Number Concepts Transfer of Training
Online-Zugang:	Volltext bestellen
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

container_end_page
container_issue
container_start_page
container_title
container_volume
creator	Van Wagenen, R. Keith
description	In this paper the author proposes a learning model for basic mathematics based on measurement concepts. By analyzing mathematical concepts and citing related psychological and educational research, he develops and justifies this model. The basic premise on which the model is based is the notion that measurement provides an approach to number concepts which is more appropriate to young learners than the traditional counting approach. This premise is supported by the author's arguments that children do not readily grasp the concept of one-ness, and that ordinality is the central concept of arithmetic. The concepts of zero and continuity, assignment of numbers to related dimensions, accuracy in determining a quantity, and the arithmetic operations are developed. In discussing the problem of transfer and its facilitation through this model, the author refers to research on memory and learning set. (SD)
format	Report
fullrecord	<record><control><sourceid>eric_GA5</sourceid><recordid>TN_cdi_eric_primary_ED106146</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>ED106146</ericid><sourcerecordid>ED106146</sourcerecordid><originalsourceid>FETCH-eric_primary_ED1061463</originalsourceid><addsrcrecordid>eNrjZHBxVHBLTM7MySxJLMnMz1PwzU9JzVFIyy9SKMlIVQgpSswrTkstUshPU3BKLM5MVvBNBIrnAtUmJ-YoOOfnJacWlBTzMLCmJeYUp_JCaW4GGTfXEGcP3dSizOT4gqLM3MSiynhXF0MDM0MTM2MC0gBRpS9f</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>report</recordtype></control><display><type>report</type><title>A Facilitation Model for the Transfer of Basic Mathematical Concepts</title><source>ERIC - Full Text Only (Discovery)</source><creator>Van Wagenen, R. Keith</creator><creatorcontrib>Van Wagenen, R. Keith</creatorcontrib><description>In this paper the author proposes a learning model for basic mathematics based on measurement concepts. By analyzing mathematical concepts and citing related psychological and educational research, he develops and justifies this model. The basic premise on which the model is based is the notion that measurement provides an approach to number concepts which is more appropriate to young learners than the traditional counting approach. This premise is supported by the author's arguments that children do not readily grasp the concept of one-ness, and that ordinality is the central concept of arithmetic. The concepts of zero and continuity, assignment of numbers to related dimensions, accuracy in determining a quantity, and the arithmetic operations are developed. In discussing the problem of transfer and its facilitation through this model, the author refers to research on memory and learning set. (SD)</description><language>eng</language><subject>Curriculum ; Elementary Education ; Elementary School Mathematics ; Learning ; Mathematical Concepts ; Measurement ; Number Concepts ; Transfer of Training</subject><creationdate>1975</creationdate><tpages>14</tpages><format>14</format><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,690,780,885,4490</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED106146$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED106146$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Van Wagenen, R. Keith</creatorcontrib><title>A Facilitation Model for the Transfer of Basic Mathematical Concepts</title><description>In this paper the author proposes a learning model for basic mathematics based on measurement concepts. By analyzing mathematical concepts and citing related psychological and educational research, he develops and justifies this model. The basic premise on which the model is based is the notion that measurement provides an approach to number concepts which is more appropriate to young learners than the traditional counting approach. This premise is supported by the author's arguments that children do not readily grasp the concept of one-ness, and that ordinality is the central concept of arithmetic. The concepts of zero and continuity, assignment of numbers to related dimensions, accuracy in determining a quantity, and the arithmetic operations are developed. In discussing the problem of transfer and its facilitation through this model, the author refers to research on memory and learning set. (SD)</description><subject>Curriculum</subject><subject>Elementary Education</subject><subject>Elementary School Mathematics</subject><subject>Learning</subject><subject>Mathematical Concepts</subject><subject>Measurement</subject><subject>Number Concepts</subject><subject>Transfer of Training</subject><fulltext>true</fulltext><rsrctype>report</rsrctype><creationdate>1975</creationdate><recordtype>report</recordtype><sourceid>GA5</sourceid><recordid>eNrjZHBxVHBLTM7MySxJLMnMz1PwzU9JzVFIyy9SKMlIVQgpSswrTkstUshPU3BKLM5MVvBNBIrnAtUmJ-YoOOfnJacWlBTzMLCmJeYUp_JCaW4GGTfXEGcP3dSizOT4gqLM3MSiynhXF0MDM0MTM2MC0gBRpS9f</recordid><startdate>197503</startdate><enddate>197503</enddate><creator>Van Wagenen, R. Keith</creator><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>197503</creationdate><title>A Facilitation Model for the Transfer of Basic Mathematical Concepts</title><author>Van Wagenen, R. Keith</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_ED1061463</frbrgroupid><rsrctype>reports</rsrctype><prefilter>reports</prefilter><language>eng</language><creationdate>1975</creationdate><topic>Curriculum</topic><topic>Elementary Education</topic><topic>Elementary School Mathematics</topic><topic>Learning</topic><topic>Mathematical Concepts</topic><topic>Measurement</topic><topic>Number Concepts</topic><topic>Transfer of Training</topic><toplevel>online_resources</toplevel><creatorcontrib>Van Wagenen, R. Keith</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Van Wagenen, R. Keith</au><format>book</format><genre>unknown</genre><ristype>RPRT</ristype><ericid>ED106146</ericid><btitle>A Facilitation Model for the Transfer of Basic Mathematical Concepts</btitle><date>1975-03</date><risdate>1975</risdate><abstract>In this paper the author proposes a learning model for basic mathematics based on measurement concepts. By analyzing mathematical concepts and citing related psychological and educational research, he develops and justifies this model. The basic premise on which the model is based is the notion that measurement provides an approach to number concepts which is more appropriate to young learners than the traditional counting approach. This premise is supported by the author's arguments that children do not readily grasp the concept of one-ness, and that ordinality is the central concept of arithmetic. The concepts of zero and continuity, assignment of numbers to related dimensions, accuracy in determining a quantity, and the arithmetic operations are developed. In discussing the problem of transfer and its facilitation through this model, the author refers to research on memory and learning set. (SD)</abstract><tpages>14</tpages><oa>free_for_read</oa></addata></record>
fulltext	fulltext_linktorsrc
identifier
ispartof
issn
language	eng
recordid	cdi_eric_primary_ED106146
source	ERIC - Full Text Only (Discovery)
subjects	Curriculum Elementary Education Elementary School Mathematics Learning Mathematical Concepts Measurement Number Concepts Transfer of Training
title	A Facilitation Model for the Transfer of Basic Mathematical Concepts
url	https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-08T00%3A39%3A34IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_GA5&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=unknown&rft.btitle=A%20Facilitation%20Model%20for%20the%20Transfer%20of%20Basic%20Mathematical%20Concepts&rft.au=Van%20Wagenen,%20R.%20Keith&rft.date=1975-03&rft_id=info:doi/&rft_dat=%3Ceric_GA5%3EED106146%3C/eric_GA5%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=ED106146&rfr_iscdi=true