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Original Title
Engaging young children with mathematical activities involving different representations: triangles, patterns, and counting objects
Parallel titleVkljucevanje otrok v matematicne aktivnosti, ki vkljucujejo razlicne reprezentacije: trikotniki, vzorci in stetje
Authors
SourceCEPS Journal 8 (2018) 2, S. 9-30
Document  (633 KB)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN2232-2647; 22322647
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This paper synthesises research from three separate studies, analysing how different representations of a mathematical concept may affect young children’s engagement with mathematical activities. Children between five and seven years old engaged in counting objects, identifying triangles and completing repeating patterns. The implementation of three counting principles were investigated: the one-to-one principle, the stable-order principle and the cardinal principal. Children’s reasoning when identifying triangles was analysed in terms of visual, critical and non-critical attribute reasoning. With regard to repeating patterns, we analyse children’s references to the minimal unit of repeat of the pattern. Results are discussed in terms of three functions of multiple external representations: to complement, to constrain and to construct. (DIPF/Orig.)
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Date of publication04.07.2018
CitationTirosh, Dina; Tsamir, Pessia; Barkai, Ruthi; Levenson, Esther: Engaging young children with mathematical activities involving different representations: triangles, patterns, and counting objects - In: CEPS Journal 8 (2018) 2, S. 9-30 - URN: urn:nbn:de:0111-pedocs-156643 - DOI: 10.25656/01:15664
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