Operations in the number systems: Towards a modelling perspective
Dirk De Bock · Lirias (KU Leuven) · 2008
Elementary mathematics education often focuses one-sidedly on the technically correct and fluent execution of basic operations like addition, multiplication, and direct and inverse proportionality. As a drawback, children tend to perform these operations also beyond their proper range of applicability. In this discussion paper we first provide some research-based illustrations of this phenomenon. Second, we formulate some recommendations for the improvement of educational practice by bringing the modelling perspective more to the forefront of mathematics education.