Introducing additive compare problems – traditional vs. constructivist approach

Elżbieta Mrożek

Didactica Mathematicae (2015)

  • Volume: 37
  • ISSN: 0208-8916

Abstract

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In the article I have presented a proposal to amend the existing methodology of teaching to solve additive compare word problems by introducing a curriculum based on the constructivist approach.When the sets are not equal and one set has more elements than the other, a surplus of is visible and one can ask a natural question: How many more?The results of the constructivist introduction to teaching additive compare problems proved to be optimistic. Almost all pupils succeeded in simple situations, answering the question: How many more?, although they had not studied these issues at school. This suggests that the pupils beginning school education already possess some extracurricular personal knowledge on the subject.

How to cite

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Elżbieta Mrożek. "Introducing additive compare problems – traditional vs. constructivist approach." Didactica Mathematicae 37 (2015): null. <http://eudml.org/doc/293328>.

@article{ElżbietaMrożek2015,
author = {Elżbieta Mrożek},
journal = {Didactica Mathematicae},
keywords = {},
language = {pol},
pages = {null},
title = {Introducing additive compare problems – traditional vs. constructivist approach},
url = {http://eudml.org/doc/293328},
volume = {37},
year = {2015},
}

TY - JOUR
AU - Elżbieta Mrożek
TI - Introducing additive compare problems – traditional vs. constructivist approach
JO - Didactica Mathematicae
PY - 2015
VL - 37
SP - null
LA - pol
KW -
UR - http://eudml.org/doc/293328
ER -

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