Representation Reading ECI 314 Early Childhoodhood Mathematics

# If the child says then i added 3 to it the teacher

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Unformatted text preview: we do not correct them in first grade. There is no point in cor­ recting first graders because their thought is not mobile enough to remember the beginning of such an equation by the time they reach its end. Moreover, children in our classes use writing for two purposes: to facilitate their own think­ ing and to facilitate communication. In solving a problem such as the one in One Gorilla cited earlier, our chil­ dren often write “1 + 2 = 3 + 3 = 6 + 4 = 10 + 5 = 1 5 . . . . ” This is an example of an equation used to facilitate one’s own thinking. Children keep track of their work in this way and can use their writing to decide what to do next. They can also go over their work when they think they may have made an error. Correct­ ing this kind of equation would interfere with children’s thinking. During a whole-class discussion, children volunteer to explain how they got the answer in a variety of ways. When one child says, for example, “First, I added 1 and 2,” the teacher writes “1 + 2” on the board for two purposes related to communication: to let the speaker know what she has understood, and to en­ able the other members of the class to follow what the speaker is saying. The teacher wr...
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