Representation Reading ECI 314 Early Childhoodhood Mathematics

Precise one toone correspondence can be seen in these

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Unformatted text preview: before: 2 butterflies, 3 budgerigars, 4 squirrels, 5 pandas, 6 rabbits, 7 frogs, 8 fish, 9 birds, and 10 cats. The question is: How many animals does the author love? Figures 2.4-2.7 show the various ways in which the children made graphic rep­ resentations to do l + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10. These first graders were slightly older than the oldest children interviewed by Sinclair et al. (1983), but the levels they manifested were very similar. Fig­ ures 2.4 and 2.5 have elements of Sinclair et al.’s Types 2 and 3. Precise one-toone correspondence can be seen in these drawings, but the qualitative charac­ teristics of the animals were also very important to these children. The difference between Figures 2.4 and 2.5 is that the latter is much bet­ ter organized in rows going from "1” to “10.” We can see here another disad­ vantage of worksheets and workbooks. When children fill out worksheets, they do not have to organize their thoughts on paper. When they are given a blank sheet of paper...
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