Engaging young children with mathematical activities involving different representations: triangles, patterns, and counting objects.

Autor/inn/en	Tirosh, Dina; Tsamir, Pessia; Barkai, Ruthi; Levenson, Esther
Titel	Engaging young children with mathematical activities involving different representations: triangles, patterns, and counting objects. Paralleltitel: Vkljucevanje otrok v matematicne aktivnosti, ki vkljucujejo razlicne reprezentacije: trikotniki, vzorci in stetje.
Quelle	In: CEPS journal, 8 (2018) 2, S. 9-30Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-156643
Schlagwörter	Empirische Untersuchung; Interview; Kind; Vorschulalter; Visualisieren; Geometrische Figur; Mathematikunterricht; Mathematische Kompetenz; Zählen; Zweidimensionalität; Israel
Abstract	This paper synthesises research from three separate studies, analysing how different representations of a mathematical concept may affect young children's engagement with mathematical activities. Children between five and seven years old engaged in counting objects, identifying triangles and completing repeating patterns. The implementation of three counting principles were investigated: the one-to-one principle, the stable-order principle and the cardinal principal. Children's reasoning when identifying triangles was analysed in terms of visual, critical and non-critical attribute reasoning. With regard to repeating patterns, we analyse children's references to the minimal unit of repeat of the pattern. Results are discussed in terms of three functions of multiple external representations: to complement, to constrain and to construct. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/4