Telling and illustrating stories of parity: a classroom-based design experiment on young children's use of narrative in mathematics.

Autor/inn/en	Roberts, Nicky; Stylianides, Andreas J.
Titel	Telling and illustrating stories of parity: a classroom-based design experiment on young children's use of narrative in mathematics.
Quelle	In: ZDM : mathematics education, 45 (2013) 3, S. 453-467 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-012-0474-2
Schlagwörter	Unterrichtsanregung; Unterrichtsmethode; Erzählung; Mathematikunterricht; Gleichheit; Parität
Abstract	This paper examines ways to engage young children in constructing and interpreting narratives to develop their understanding of parity. It reports on a teaching intervention that was developed over three research cycles of a classroom-based design experiment, and focuses on the last of these cycles. The teaching intervention set out to investigate how young children (5-6 years old) can be supported to draw on narrative in their explanations of whether a whole number less than 20 is odd or even. Evidence of the effectiveness of the intervention is provided through comparison of children's performance on pre- and post-tests in the form of semi-structured individual interviews. Also, authentic examples are provided of how children utilised their power of `imagining and expressing' to tell stories of whether a whole number is odd or even, using either a counting, partitive, or quotitive model for division. Implications for research and practice are discussed in light of these findings.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/1