Making Time: Words, Narratives, and Clocks in Elementary Mathematics

Autor/inn/en	Earnest, Darrell; Chandler, John
Titel	Making Time: Words, Narratives, and Clocks in Elementary Mathematics
Quelle	In: Journal for Research in Mathematics Education, 52 (2021) 4, S.407-443 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Elementary School Students; Elementary School Mathematics; Arithmetic; Fractions; Time; Prompting; Number Concepts; Measurement; Task Analysis; Mathematics Tests; Massachusetts + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Bruchrechnung; Zeit; Benutzerführung; Number concept; Zahlbegriff; Messverfahren; Aufgabenanalyse; Master-Studiengang
Abstract	This article investigates the interplay of time words with how children position hands on an analog clock. Using a mathematics discourse framework (Sfard, 2008), we analyzed how students interpreted precise (e.g., 2:30) and relative (e.g., half past 11) times, finding that particular words are dynamically interwoven with activity. Interviews with students in Grades 2 and 4 revealed that different prompts led to different narrative descriptions about time on the clock, with precise times leading to whole-number descriptions and relative times to part-whole descriptions consistent with fractions. Subsequent analysis of assessment performance for students across Grades 2-5 corroborated that specific time prompts led to particular clock interpretations. Implications for theory and the K-12 treatment of time measure are discussed. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01