Representation Reading ECI 314 Early Childhoodhood Mathematics

Representation 37 table 21 percentage of first

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: t, I am putting 3 in.” I went on to drop 2 more chips into the container saying, “And I am adding two.” My request to the child was: “Could you write with numbers what I just did so that the doll will be able to read your writing and know what happened?” Many children wrote “5.” When this happened, I said, “Yes, that’s how many there are now. But I first put 3 in.” I emptied the container, dropped 3 chips into it, and asked, “Could you first write ‘3’ on your paper to say that I first put 3 in?” After the child wrote “3,” I demonstrated with chips again, saying, “I am adding 2,” emphasizing the word adding. The findings are summarized in Table 2.1. The first observation that can be made from this table is that not many first graders wrote “3 + 2 = 5” or “3 + 2.” Only 68%, 18%, 22%, and 62% of the four groups, respectively, wrote these conventional expressions. We say “only 68%” because we expected almost all the children to write a conventional expression, as they had been completing worksheets for mon...
View Full Document

This document was uploaded on 03/13/2014.

Ask a homework question - tutors are online