tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Papua New Guinea is known for its many body-based, counting systems and for people’s passion for enumeration. Neither seems to require a unified concept of one. Rather the ‘instability’ (after Vilaça) of one turns out to be germane to the very facility to get from one number to another. The movement that is counting echoes replication and generation in other registers, as in the life of food plants propagated vegetatively, and in the life of people with its marked sense of displacement and replacement. Insofar as counting seemingly embellishes such processes, the latter, in turn, offer insight into practices of computation. Link til kilde
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eric.ed.gov har udgivet: This paper contributes to the theory and evidence that mathematical cognition is embodied. Drawing on the practices of primary teachers in South Africa engaged in a longitudinal research and development project — Wits Maths Connect–Primary — we report on aspects of lessons aimed at developing number sense through whole-class teacher-learner interaction. Two episodes are analysed from an embodied cognition perspective. The episodes focus on helping Grade 1 (6-year-olds) learners become fluent in counting forward and back or ordering numbers. Analysis reveals different embodied metaphors underlie the teachers’ actions, the nature of which are likely to lead to different learning opportunities. We conclude that our analysis supports a theory of embodied cognition, and demonstrates its usefulness as an analytical tool. [For the complete proceedings, see ED597799.] Link til… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 166 third and fourth grade children to identify a group of children (called accurate-min-counters) who frequently solved simple single-digit addition problems using a min-counting strategy and were accurate using it. We investigated if these children were adaptive when it came to using retrieval for simple addition and if they were disadvantaged when it came to demonstrating mental computational flexibility with multi-digit addition. We found accurate-min-counters represented over 30% of participants. These children were often incorrect when they were required to use retrieval for simple addition and were less flexible than most… Continue Reading →
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