论文信息 - Two Approaches to the Development Phase of Mathematics Instruction

Two Approaches to the Development Phase of Mathematics Instruction

tion has been given to the quality of development in our work and in educational research generally" (1983, p. 199). They define this phase of instruction, which occurs after "daily review" and before "seatwork" in their instructional program, as "the process whereby a teacher facilitates the meaningful acquisition of an idea by a learner" (p. 206). In their expanded conception of development, they view development as a "collection of acts controlled by the teacher" (p. 207) that consists of five components: (a) attending to prerequisites, (b) attending to relationships, (c) attending to representation, (d) attending to perceptions, and (e) generality of concepts. Good and Grouws also point out that in their research, development "appears to be the only variable that teachers, as a group, had consistent trouble in implementing" (1979, p. 358). The implementation difficulties that teachers have with

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