Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms
- Authors
- Kim, Hee-jeong
- Issue Date
- 2-Mar-2020
- Publisher
- MDPI
- Keywords
- Bruner; conceptual understanding; concreteness fading strategy; high school mathematics
- Citation
- SUSTAINABILITY, v.12, no.6, pp.1 - 18
- Journal Title
- SUSTAINABILITY
- Volume
- 12
- Number
- 6
- Start Page
- 1
- End Page
- 18
- URI
- https://scholarworks.bwise.kr/hongik/handle/2020.sw.hongik/11778
- DOI
- 10.3390/su12062211
- ISSN
- 2071-1050
- Abstract
- Conceptual understanding has been emphasized in the national curriculum and principles and standards across nations as it is the key in mathematical learning. However, mathematics instruction in classrooms often relies on rote memorization of mathematical rules and formulae without conceptual connections. This study considers the concreteness fading instruction strategy-starting with physical activities with manipulatives and gradually fading concreteness to access abstract concepts and representations-as a promising and sustainable instructional model for supporting students in accessing conceptual understanding in mathematics classrooms. The results from the case study support the validity of the concreteness fading framework in providing specific instructional strategies in each phase of concept development. This study implies the development of sustainable teacher education and professional development by providing specific instructional strategies for conceptual understanding.
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Collections - College of Education > Department of Mathematics Education > 1. Journal Articles
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