Representation Reading ECI 314 Early Childhoodhood Mathematics

I then stood a doll in front of the child and

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Unformatted text preview: chers formally discussed missing addends, and all 4 produced perfect papers. The hypothesis that children become able to read missing-addend problems without specific instruction was thus confirmed. This study exemplifies the arrow in Figure 2.1 labeled “Comprehends (reads).” Those at a high level of abstraction can get higher-level meaning from an equation than children at a low level of abstraction. When we read, we rep­ resent meaning to ourselves. Written signs do not represent by themselves. The following study further explains many first graders’ difficulty in reading equations. Kamii and Ozaki’s Study (1999). In a study involving 204 first graders in six public schools in the United States and Japan, I (CK) wrote “4 + 2 =” in front of the child in individual interviews. Almost none of them had trouble writing the cor­ rect answer, as the interviews took place during the second half of the school year. I then stood a doll in front of the child and provided him or her with about Figure 2.10. The group test with missing-addend pro...
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This document was uploaded on 03/13/2014.

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