Developing Quantitative Mental Imagery

Autor/inn/en	Thomas, Jonathan N.; Tabor, Pamela D.
Titel	Developing Quantitative Mental Imagery
Quelle	In: Teaching Children Mathematics, 19 (2012) 3, S.174-183 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Imagery; Teaching Methods; Arithmetic; Numbers; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Metaphorik; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Zahlenraum; Elementare Mathematik; Schulmathematik
Abstract	Moving beyond physical interactions with materials is a significant mathematical step for students that is often difficult to take. Persistent tally-mark use, for example, among older children is a testament to this challenge. For many students, shifting away from tangible tools begins a precarious journey; teachers should support it with thoughtfully tailored instruction. Indeed, this journey begins with helping students "see" math with their "mind's eye" via the construction of quantitative mental imagery. Adapting curriculum materials to support the development of quantitative mental imagery can be as simple as adding a cover to an existing task. For example, if the task involves children adding sections of train cars to determine the entire length of a train, one section might be inside a small tunnel obscuring two or three of the cars. With tasks involving pictorial representations of addition tasks, the picture of the smaller addend could be covered with a sticky note, preventing students from readily counting each perceptual item in the task. However, if needed, the covers can easily be removed to support the development of the quantitative mental image. Given the aim for children to construct an increasingly abstract understanding of mathematics, robust support for mental imagery and re-presentation is of considerable importance. Even a brief series of tasks can afford teachers diagnostic power to design tailored and effective instruction that helps a child transition from materials to mind's eye. (Contains 6 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10