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and pencil, they can externalize their own ideas and use these representations
as tools. By contrast, counters have their own physical properties that interfere
with children’s ideas. This is probably why young children do not choose to use
counters to solve word problems. Representation Figure 2.4. A drawing made to find out how many animals the author
loved. 27 28 Theoretical Foundation Figure 2.5. A wellorganized drawing made to find out how many
animals the author loved. We will see in Chapter 9 that our first graders generally made drawings
like Figure 2.4 at the beginning of the year and gradually shifted to tally marks
and then to numerals. However, they often used more than one type of repre
sentation each day and also went back and forth from one type of notation to
another. Representation
29 Figure 2.6. Symbols used to find out how many animals the author loved. Children’s Use of Fingers. As stated earlier, kindergartners and first graders use
their fingers much more than counte...
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This document was uploaded on 03/13/2014.
 Spring '14

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