Beyond Categories: Dynamic Qualitative Analysis of Visuospatial Representation in Arithmetic

Autor/in	Finesilver, Carla
Titel	Beyond Categories: Dynamic Qualitative Analysis of Visuospatial Representation in Arithmetic
Quelle	In: Educational Studies in Mathematics, 110 (2022) 2, S.271-290 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finesilver, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10123-3
Schlagwörter	Spatial Ability; Mathematics Education; Learning Strategies; Multiplication; Division; Visual Aids; Computation; Mathematics Instruction + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Mathematische Bildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Multiplikation; Anschauungsmaterial; Mathematics lessons; Mathematikunterricht
Abstract	Visuospatial representations of numbers and their relationships are widely used in mathematics education. These include drawn images, models constructed with concrete manipulatives, enactive/embodied forms, computer graphics, and more. This paper addresses the analytical limitations and ethical implications of methodologies that use broad categorizations of representations and argues the benefits of dynamic qualitative analysis of arithmetical-representational strategy across multiple semi-independent aspects of display, calculation, and interaction. It proposes an alternative methodological approach combining the structured organization of classification with the detailed nuance of description and describes a systematic but flexible framework for analysing nonstandard visuospatial representations of early arithmetic. This approach is intended for use by researchers or practitioners, for interpretation of multimodal and nonstandard visuospatial representations, and for identification of small differences in learners' developing arithmetical-representational strategies, including changes over time. Application is illustrated using selected data from a microanalytic study of struggling students' multiplication and division in scenario tasks. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01