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Representation Reading ECI 314 Early Childhoodhood Mathematics

The great variety of graphic representations suggests

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Unformatted text preview: with only the problem written at the top, they have a chance to organize their thoughts and decide how to externalize them on paper. Figure 2.6 is clearly an example of Type-3 representation, except that the child added qualitative characteristics such as “G” for “gorilla” and “B” for “but­ terflies.” (This picture book probably emphasizes the different lands of animals, and young children are intensely interested in the differences among them.) Figure 2.7 is a Type-5 representation, and the child drew circles and crossed them out as he added the numbers. The great variety of graphic representations suggests why children prefer to draw rather than to use counters. When they are presented with a word prob­ lem and a sheet of paper, they evoke mental images or imageless numerical ideas and externalize them on paper. For those who made Figures 2.4 and 2.5, the characteristics of the animals were very important. For those who drew Fig­ ures 2.6 and 2.7, these characteristics were irrelevant. When children...
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