Dotty Triangles

Autor/inn/en	Thouless, Helen; Gifford, Sue
Titel	Dotty Triangles
Quelle	In: For the Learning of Mathematics, 39 (2019) 2, S.13-18 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Preschool Children; Pattern Recognition; Geometric Concepts; Disadvantaged Youth; Preschool Education; Mathematics Education; Mathematics Activities; Task Analysis; Numeracy; Thinking Skills; Freehand Drawing; Cognitive Processes + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mustererkennung; Elementare Geometrie; Benachteiligter Jugendlicher; Mathematische Bildung; Aufgabenanalyse; Rechenkompetenz; Denkfähigkeit; Drawing; Zeichnen; Cognitive process; Kognitiver Prozess
Abstract	In this article we compare two frameworks for analysing young children's responses to the task of copying and extending a 6-dot triangle pattern. We used Mulligan & Mitchelmore's Awareness of Mathematical Pattern and Structure (AMPS) and then Biggs & Collis' SOLO taxonomy, both of which provide criteria for assigning levels. In comparison with AMPS, the SOLO taxonomy credited children with more structural awareness at the lower end of the scale, and Fujita and Yamamoto's extension of this discriminated responses at the upper end. However, one child's responses made us question what the scales were identifying. We argue that both taxonomies encourage a focus on static outcomes of children's attention to pattern, but can reveal engagement in a dynamic analytic process. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01