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Essay / Research Paper Abstract
This 10 page paper discusses the nature of the difficulties that a student may face in learning about whole numbers, fractions, decimals and their operations and in how these difficulties may be related to the ways in which students learn mathematics. The bibliography cites 11 sources.
Page Count:
10 pages (~225 words per page)
File: TS14_TEnumbler.rtf
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Unformatted sample text from the term paper:
operations can lead to difficulties in terms of the concept and application which in turn can relate to the way that mathematics are learned. To consider this the concept
of numbers and how they are learned needs to be assessed in terms of the emergence and learning of numbers and using numbers. It has been often argued that
mathematics is the foundation of all learning, and that mathematics are required for the way in which deductive reasoning takes place, furthermore, improving the mathematical aptitude and standards in forming
student has also resulted in a general improvement, indicating that mathematical abilities are related to the overall academic development of a student (Kamii et al, 2005). This concept of the
way in which numbers are utilized may be argued as based on theories of Piaget and the logico-mathematical mind model (Durak, 2005). This theory is a constructivist theory, putting forward
the idea that children are only able to undertake the application of learning, where they have constructed learning models for themselves. The applied to the way in which number concepts
and their use are developed (Noddings, 1990). There are two classes of learning, physical as well as the logico-mathematical (Durak, 2005). The physical class of learning is self descriptive,
this is where the student will learn from physical experiences that they undergo, deriving knowledge as a direct result of the interaction with the object. By contrast, the logico-mathematical is
the way that the lesson is conceptualized, taking ideas from the object and the properties which are given to the object, that is created rather than directly from the object
itself. These properties may be real or abstract and sees the child imposing the properties that did not exist prior to the thought (Durak, 2005). This process is needed
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