From math drawings to algorithms: emergence of whole number operations in children.

Autor/in	Rivera, F. D.
Titel	From math drawings to algorithms: emergence of whole number operations in children.
Quelle	In: ZDM : mathematics education, 46 (2014) 1, S. 59-77 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Erratum
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0543-1
Schlagwörter	Verstehen; Algorithmus; Mathematik; Verstehen; Zeichnung; Ganze Zahl; Algorithmus; Zeichnung; Ganze Zahl; Mathematik; Verständnis
Abstract	This paper provides a longitudinal account of the emergence of whole number operations in second- and third-grade students (ages 7-8 years) from the initial visual processing phase to the converted final phase in numeric form. Results of a notational documentation and analysis drawn from a series of classroom teaching experiments implemented over the course of two consecutive school years indicate successful conceptual progressions in participants' epistemological and synoptical use of visual representations. Further, their developing symbolic competence in whole number operations underwent several phases from initially linking notations with their respective signifieds to developing, elaborating, and routinizing symbol manipulation rules. Progressive emergence in both use and competence operated within interacting cycles of abduction, induction, and deduction.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/3