Representation Reading ECI 314 Early Childhoodhood Mathematics

Essentially this difficulty stems from the difficulty

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

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-...
View Full Document

This document was uploaded on 03/13/2014.

Ask a homework question - tutors are online