Counter Conjectures: Using Manipulatives to Scaffold the Development of Number Sense and Algebra

Autor/in	West, John
Titel	Counter Conjectures: Using Manipulatives to Scaffold the Development of Number Sense and Algebra
Quelle	In: Australian Primary Mathematics Classroom, 21 (2016) 3, S.21-25 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Manipulative Materials; Numbers; Numeracy; Algebra; Teaching Methods; Mathematics Instruction; Arithmetic; Preservice Teachers; Elementary School Teachers; Student Attitudes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Hilfsmittel; Zahlenraum; Rechenkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Ausland; Australien
Abstract	This article takes the position that teachers can use simple manipulative materials to model relatively complex situations and in doing so scaffold the development of students' number sense and early algebra skills. While students' early experiences are usually dominated by the cardinal aspect of number (i.e., counting the number of items in a set), over time students broaden their understanding to include increasingly abstract concepts, such as negative numbers. The activities described in this article provide a context within which students can investigate number patterns and formulate and test conjectures. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01