1887

Abstract

In this talk we give a brief overview of innate mathematical knowledge and ability for children entering formal schooling and discuss the role of curriculum in continuing the development of mathematical thinking in children. We discuss the distinction between doing mathematical tasks and doing mathematics and the use of mathematics enrichment to support students in learning and doing mathematics. We then describe math circles and discuss how these can serve to introduce deep mathematics to elementary-school children and their teachers.

Loading

Article metrics loading...

/content/papers/10.5339/qproc.2015.coe.3
2015-04-30
2019-08-20
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/papers/10.5339/qproc.2015.coe.3
Loading
  • Received: 30 Apr 2015
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error