TY - JOUR
T1 - Teaching for abstraction
T2 - A model
AU - White, Paul
AU - Mitchelmore, Michael C.
PY - 2010/7
Y1 - 2010/7
N2 - This article outlines a theoretical model for teaching elementary mathematical concepts that we have developed over the past 10 years. We begin with general ideas about the abstraction process and differentiate between abstract-general and abstract-apart concepts. A 4-phase model of teaching, called Teaching for Abstraction, is then proposed that is explicitly designed to promote abstract-general learning. Studies investigating the model with 4 different topics (angles, decimals, percentages, and ratios) are reported, and the 4 phases are further elucidated. The article concludes with a discussion of the effectiveness of the model and its applicability to other mathematical concepts.
AB - This article outlines a theoretical model for teaching elementary mathematical concepts that we have developed over the past 10 years. We begin with general ideas about the abstraction process and differentiate between abstract-general and abstract-apart concepts. A 4-phase model of teaching, called Teaching for Abstraction, is then proposed that is explicitly designed to promote abstract-general learning. Studies investigating the model with 4 different topics (angles, decimals, percentages, and ratios) are reported, and the 4 phases are further elucidated. The article concludes with a discussion of the effectiveness of the model and its applicability to other mathematical concepts.
UR - http://www.scopus.com/inward/record.url?scp=77954061730&partnerID=8YFLogxK
U2 - 10.1080/10986061003717476
DO - 10.1080/10986061003717476
M3 - Article
AN - SCOPUS:77954061730
SN - 1098-6065
VL - 12
SP - 205
EP - 226
JO - Mathematical Thinking and Learning
JF - Mathematical Thinking and Learning
IS - 3
ER -