A Symbolic Dance: The Interplay between Movement, Notation, and Mathematics on a Journey toward Solving Equations

Autor/in	Hewitt, Dave
Titel	A Symbolic Dance: The Interplay between Movement, Notation, and Mathematics on a Journey toward Solving Equations
Quelle	In: Mathematical Thinking and Learning: An International Journal, 16 (2014) 1, S.1-31 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2014.857803
Schlagwörter	Mathematics Instruction; Mathematical Logic; Problem Solving; Equations (Mathematics); Computer Software; Algebra; Arithmetic; Computer Uses in Education; Educational Technology; Scaffolding (Teaching Technique); Coding; Foreign Countries; Elementary School Mathematics; Teaching Methods; United Kingdom + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Problemlösen; Equations; Mathematics; Gleichungslehre; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Computernutzung; Unterrichtsmedien; Codierung; Programmierung; Ausland; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	This article analyzes the use of the software Grid Algebra with a mixed ability class of 21 nine-to-ten-year-old students who worked with complex formal notation involving all four arithmetic operations. Unlike many other models to support learning, Grid Algebra has formal notation ever present and allows students to "look through" that notation and interpret it either in terms of physical journeys on a grid or in terms of mathematical operations. A dynamic fluidity was found between the formal notation, imagery of movements on a grid, and the process of mathematical operations. This fluidity is interpreted as a "dance" between these three. The significant way in which this dynamic took place reflects the scaffolding and fading offered by the software, which was crucial to the students' fluency with formal notation well beyond what has been reported from students of that age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10