Representation Reading ECI 314 Early Childhoodhood Mathematics

Representation 33 figure 28c further illustrates the

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Unformatted text preview: our ones into segments of ten (c) Three tens and four ones They count in this way because they cannot yet think simultaneously about tens and ones as shown in Figure 2.8c. Figure 2.8c illustrates die system of tens the child has constructed out of the system of ones, through constructive abstraction. When the child has con­ structed the system of tens out of the system of ones, he or she has both systems, which can function simultaneously. If children can think about the ones at the same time that they think “ten, twenty, thirty,” they know when they must shift to counting by ones. If they can think only about the tens while counting by tens, they cannot shift to the ones because they are not thinking about the ones. Representation 33 Figure 2.8c further illustrates the relationships of order and hierarchical inclusion that were discussed in Chapter 1. When adults count by tens, they put both the ones and the tens into relationships of order and hierarchical inclu­ sion. Just as they include “one" in “two,” “two” in “three,” and so on, adults can include...
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