Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking.

Autor/inn/en	Fuson, Karen C.; Li, Yeping
Titel	Cross-cultural issues in linguistic, visual-quantitative, and written-numeric supports for mathematical thinking.
Quelle	In: ZDM : mathematics education, 41 (2009) 6, S. 793-808 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-009-0183-7
Schlagwörter	Arithmetik; China; Mathematik; Mathematikunterricht; Rechnen; Sprache; USA; Lernhilfe; Interkulturelles Lernen; Addition; Subtraktion; Primarbereich; Interkulturelles Lernen; Lernhilfe; Sprache; Addition; Arithmetik; Arithmetikunterricht; Mathematik; Mathematikunterricht; Rechnen; Subtraktion; China; USA
Abstract	An in-depth analysis of the major early numerical aspects (single-digit and multidigit addition and subtraction) in a representative Chinese textbook series and a US textbook series (Math Expressions) with major East Asian components illustrated how linguistic issues create different teaching and learning tasks for the same mathematical topic and how additional meaning-making supports may be needed in the US. Analyses of multidigit methods in several East Asian textbooks revealed a wide range of written-numeric support of the steps in these operations. Coherence and learning paths in both programs were identified. A framework that identifies elements of a coherent learning path of meaning-making supports is proposed to facilitate future cross-cultural analyses.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2