Representation Reading ECI 314 Early Childhoodhood Mathematics

I then dropped 3 chips simultaneously into the

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Unformatted text preview: t answer to “4 + 2 =___ .” However, when they read the finished equation, those who could make only low-level relationships (abstraction) put low-level meanings into what they read (representation). In the same study, the children were asked to write numerals to represent a mathematical event. This writing part of the interview (the arrow in Figure 2.1 labeled “Writes”) was actually given before the reading part just described (the arrow labeled “Comprehends [reads]”). The child’s writing was requested first to avoid suggesting that they write an equation. I showed a doll to the child and told him or her, “I’m going to turn him around [turning the doll’s back toward the child] so that he won’t be able to see what I’m going to do. I’m going to do something here [pointing to about 40 chips and a small, transparent, plastic container], and when I am finished, I want you to write with numbers what I will have done, so that the doll will be able to read your writing and know what happened.” I then dropped 3 chips simultaneously into the container saying, “Firs...
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This document was uploaded on 03/13/2014.

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