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Representation Reading ECI 314 Early Childhoodhood Mathematics

Essentially this difficulty stems from the difficulty

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Unformatted text preview: rs. Fingers are symbols used in the service of thinking. Just as children use counters at different levels of abstraction, they use fin­ gers at many different levels. The two most obvious levels are those of “countingall” and “counting-on.” Counting-all refers to children’s doing 4 + 3, for example, by counting 4 fingers, then 3, and counting all 7 of them all over beginning with “one.” In counting-on, by contrast, children count up from 4 and say “five-sixseven.” It will be explained further in Chapter 5 why counting-on is so difficult for many kindergartners and some first graders. Essentially, this difficulty stems from the difficulty of making a part-whole relationship. In adding two numbers, chil- Theoretical Foundation 30 Figure 2.7. Signs and symbols used to find out how many animals the author loved. dren start with two wholes (4 and 3 in this example) and combine them into a higher-order whole (7) in which the previous wholes become two parts. As ex­ plained in Chapter 1, children make part-...
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