Chapter

Creating Cybernetic and Psychological Ramps from the Concrete to the Abstract: Examples from Multiplicative Structures

James J. Kaput

in Software Goes to School

Published in print May 1997 | ISBN: 9780195115772
Published online March 2012 | e-ISBN: 9780199848041 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780195115772.003.0008
Creating Cybernetic and Psychological Ramps from the Concrete to the Abstract: Examples from Multiplicative Structures

Show Summary Details

Preview

Researchers found that mathematics is one of the most (if not the only) complicated subjects in school. As a response, scholars conducted the ETC Multiplicative Structures/Word Problems Project with the guidance of a representational perspective. The plan is executed in order to cite reflections that could guide medical practitioners and academe members to maintain or even improve the level of motivation of students to learn more about mathematics. Assumptions of the project are anchored on the curricular sphere and on the software design process, which determine the developmental stage and the goals of implementing either the mathematics of quantity or the arithmetic of pure number. In view of these, the chapter figures out an appropriate historical context for the reflections, gives sample demonstrations from previous researches, provides adequate theoretical foundation, incorporates essential details in trendy frameworks and employs strategies on how technology can aid mathematical difficulties.

Keywords: ETC Multiplicative Structures/Word Problems Project; mathematics; software design; technology

Chapter.  9652 words.  Illustrated.

Subjects: Developmental Psychology

Full text: subscription required

How to subscribe Recommend to my Librarian

Buy this work at Oxford University Press »

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.