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The economic use of time and effort in the teaching and learning of mathematics

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conference contribution
posted on 08.09.2015 by Dave Hewitt
I start with two statements: 1. The learning of very young children before they enter school is impressive. 2. The learning of those same children, later on when they are in secondary school, is less impressive. With respect to the first, newly born children cannot walk, speak in their first language, control their bowel movements, feed themselves, throw and catch things,…, etc. The list goes on. For the second, I look at the mathematics curriculum at the end of primary school and compare this with the end of high school and the difference does not seem so profound. Of course, there are many other subjects as well but overall I find myself far more impressed with the learning which takes place in a child’s first few years (see Hewitt, 2009, for how observation of this has helped me reflect upon my practice).
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School

  • Science

Department

  • Mathematics Education Centre

Published in

2014 Annual Meeting of the Canadian Mathematics Education Study Group

Pages

3 - 23 (21)

Citation

HEWITT, D., 2015. The economic use of time and effort in the teaching and learning of mathematics. IN: Oesterle, S. and Allan, D. (eds). Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group, 30th May to 3rd June, 2014, University of Alberta, Edmonton, Canada. CMESG/GCEDM, pp. 3 - 23.

Publisher

CMESG/GCEDM

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2015

Notes

This is a conference paper and is available here with the kind permission of the publisher.

ISBN

9780864913814

Language

en

Editor(s)

Oesterle, S.;Allan, D.

Location

University of Alberta, Edmonton, Canada

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