What Makes an Example Exemplary?: Pedagogical and Research Issues in Transitions from Numbers to Number Theory.

Mason, John

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ERIC Number: ED476086

Record Type: RIE

Publication Date: 2002-Jul

Pages: 7

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What Makes an Example Exemplary?: Pedagogical and Research Issues in Transitions from Numbers to Number Theory.

Mason, John

This paper discusses ways to use worked examples in teaching mathematics. It is argued that neither investigative teaching such as discovery learning nor lecturing and starting from the abstract are helpful as they are based on emotive associations with general labels rather than precise details of pedagogic strategies. (KHR)

Descriptors: Abstract Reasoning, Cognitive Development, Elementary Secondary Education, Formal Operations, Learning Processes, Mathematics Instruction, Numeracy, Teaching Methods

Publication Type: Opinion Papers; Speeches/Meeting Papers

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Language: English

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Note: In: Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (26th, Norwich, England, July 21-26, 2002); see SE 067 806.