Representation Reading ECI 314 Early Childhoodhood Mathematics

# 4 at the beginning of the year and gradually shifted

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Unformatted text preview: use paper 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 well-organized 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.

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