A Quantitative Shift towards Multiplicative Thinking

Autor/in	Günes, Canan
Titel	A Quantitative Shift towards Multiplicative Thinking
Quelle	In: Digital Experiences in Mathematics Education, 7 (2021) 3, S.361-394 (34 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Günes, Canan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2199-3246
DOI	10.1007/s40751-021-00094-8
Schlagwörter	Multiplication; Thinking Skills; Mathematics Instruction; Teaching Methods; Addition; Computation; Task Analysis; Video Technology; Grade 3; Elementary School Students; Cooperative Learning; Educational Technology + Suchen Sie Ihr Suchwort? Multiplikation; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; School year 03; 3. Schuljahr; Schuljahr 03; Kooperatives Lernen; Unterrichtsmedien
Abstract	When two third-graders collaboratively manipulated a multi-modal, digital learning device called TouchTimes (hereafter, TT), that introduces multiplication through visual, tangible and symbolic means, their thinking about quantity shifted from being additive to being multiplicative. In this study, I examine the children's interactions around/with TT. My goal is two-fold: (1) to demonstrate the shift between the students' additive and multiplicative thinking; (2) to explain how their multiplicative thinking emerged around/with TT. The emergence of multiplicative thinking does not refer to the students' correct computations of multiplicative expressions as a response to verbal or number problems. Instead, drawing on an enactivist perspective, I identify the children's thinking as their effective bodily reactions to a given unitizing task using TT--and I distinguish their multiplicative and additive thinking based on various researchers' conceptions of multiplicative thinking. Data was created by video-recording the children's interaction around/with TT. A retrospective analysis of the data reveals that the children's effective action to solve the unitizing task developed through a history of recurrent interactions in this environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01