Oral Counting Sequences: A Theoretical Discussion and Analysis through the Lens of Representational Redescription

Autor/in	Voutsina, Chronoula
Titel	Oral Counting Sequences: A Theoretical Discussion and Analysis through the Lens of Representational Redescription
Quelle	In: Educational Studies in Mathematics, 93 (2016) 2, S.175-193 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-016-9705-8
Schlagwörter	Computation; Young Children; Mathematics Instruction; Mathematics Education; Number Concepts; Elementary School Mathematics; Case Studies; Numeracy; Interpersonal Relationship; Addition + Suchen Sie Ihr Suchwort? Frühe Kindheit; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Number concept; Zahlbegriff; Elementare Mathematik; Schulmathematik; Case study; Fallstudie; Case Study; Rechenkompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Empirical research has documented how children's early counting develops into an increasingly abstract process, and initial counting procedures are reified as children develop and use more sophisticated counting. In this development, the learning of different oral counting sequences that allow children to count in steps bigger than one is seen as an essential skill that supports children's mental calculation strategies. This paper proposes that the reification or refinement of the counting process that results to increased-in-sophistication use of counting is underlaid by the process of knowledge explicitation that the model of representational redescription postulates. The paper uses a case study to provide insight into the pathway that a 6-year-old child followed from learning how to verbally count in twos and tens to being able to use this knowledge for calculation purposes. The proposal is that knowledge of oral sequences is redescribed in more explicit and accessible formats before children are able to connect their knowledge of the verbal counting with the goal of using the sequence for calculation. The discussion presented here queries the notion of spontaneity as an inherent element of the theory and discusses the role that social interaction may play in supporting knowledge redescription. If it is the case that children's knowledge of oral counting sequences is redescribed into increasingly explicit formats before it can be applied for calculation, then children need to be provided early in their education with structured activities that trigger knowledge redescription and support the necessary connections between counting, number structure and calculation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01