Use of genetic decompositions to scaffold the development of a structurally sequenced curriculum for mathematics acceleration


Autoria(s): Nutchey, David; Grant, Edlyn; Cooper, Tom
Data(s)

01/07/2014

Resumo

The authors have collaboratively used a graphical language to describe their shared knowledge of a small domain of mathematics, which has in turn scaffolded their re-development of a related curriculum for mathematics acceleration. This collaborative use of the graphical language is reported as a simple descriptive case study. This leads to an evaluation of the graphical language’s usefulness as a tool to support the articulation of the structure of mathematics knowledge. In turn, implications are drawn for how the graphical language may be utilised as the detail of the curriculum is further elaborated and communicated to teachers.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/79362/

Relação

http://eprints.qut.edu.au/79362/1/Nutchey_Grant_Cooper.pdf

http://conferences.educ.ubc.ca/index.php/stem/stem2014/paper/view/170

Nutchey, David, Grant, Edlyn, & Cooper, Tom (2014) Use of genetic decompositions to scaffold the development of a structurally sequenced curriculum for mathematics acceleration. In Science, Technology, Engineering and Mathematics (STEM) in Education Conference, 12-15 July 2014, University of British Columbia, Vancouver, BC, Canada.

http://purl.org/au-research/grants/ARC/LP120200591

Direitos

Copyright 2014 [please consult the authors]

Fonte

School of Curriculum; Faculty of Education

Palavras-Chave #130208 Mathematics and Numeracy Curriculum and Pedagogy #acceleration #curriculum design #genetic decomposition #mathematics #structured sequence
Tipo

Conference Paper