### Abstract

mathematics for understanding, what they mean by understanding varies greatly.

In this article, I elaborate and exemplify the construct of key developmental understanding

to emphasize a particular aspect of teaching for understanding and to

offer a construct that could be used to frame the ideniification of conceptual learning

goals in mathematics. The key developmental understanding construct is based

on extant empirical and theoretical work. The construct can be used in the context

of research and curriculum development. Using a classroom example involving

fractions, I illustrate how focusing on key developmental understandings leads

to particular, potentially useful types of pedagogical thinking and directions for

inquiry.

Original language | English (US) |
---|---|

Pages (from-to) | 359-371 |

Number of pages | 13 |

Journal | Mathematical Thinking and Learning |

Volume | 8 |

Issue number | 4 |

State | Published - 2006 |

### Fingerprint

### Keywords

- Mathematical concept
- Instructional goals
- Reflective abstraction

### Cite this

**Key developmental understandings in mathematics : A direction for investigating and establishing learning goals.** / Simon, Martin.

Research output: Contribution to journal › Article

*Mathematical Thinking and Learning*, vol. 8, no. 4, pp. 359-371.

}

TY - JOUR

T1 - Key developmental understandings in mathematics

T2 - A direction for investigating and establishing learning goals

AU - Simon, Martin

PY - 2006

Y1 - 2006

N2 - Although mathematics educators seem to agree on the importance of teachingmathematics for understanding, what they mean by understanding varies greatly.In this article, I elaborate and exemplify the construct of key developmental understandingto emphasize a particular aspect of teaching for understanding and tooffer a construct that could be used to frame the ideniification of conceptual learninggoals in mathematics. The key developmental understanding construct is basedon extant empirical and theoretical work. The construct can be used in the contextof research and curriculum development. Using a classroom example involvingfractions, I illustrate how focusing on key developmental understandings leadsto particular, potentially useful types of pedagogical thinking and directions forinquiry.

AB - Although mathematics educators seem to agree on the importance of teachingmathematics for understanding, what they mean by understanding varies greatly.In this article, I elaborate and exemplify the construct of key developmental understandingto emphasize a particular aspect of teaching for understanding and tooffer a construct that could be used to frame the ideniification of conceptual learninggoals in mathematics. The key developmental understanding construct is basedon extant empirical and theoretical work. The construct can be used in the contextof research and curriculum development. Using a classroom example involvingfractions, I illustrate how focusing on key developmental understandings leadsto particular, potentially useful types of pedagogical thinking and directions forinquiry.

KW - Mathematical concept

KW - Instructional goals

KW - Reflective abstraction

M3 - Article

VL - 8

SP - 359

EP - 371

JO - Mathematical Thinking and Learning

JF - Mathematical Thinking and Learning

SN - 1098-6065

IS - 4

ER -