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Representation Reading ECI 314 Early Childhoodhood Mathematics

These first graders could read and define each of the

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Unformatted text preview: blems. 3♦ □« 6 1♦ □ • 5 □ □ + 1=8 ♦3 =5 □ + 2 =4 36 Theoretical Foundation 40 chips. “Could you give to the doll what’s written here?” I said, running a fin­ ger over the entire equation, 4 + 2 = 6. If necessary, I elaborated by saying, "The doll is reading this [indicating the equation], and he wants this many counters [again indicating the equation].” About two-thirds of the first graders gave 6 counters to the doll, but ap­ proximately one-third gave 12. This happened because a third of the first grad­ ers read the equation as “4 2 6” or “4 + 2 6.” The study was conducted in six rather different schools in the United States and Japan, but the percentages were surprisingly similar in all locations. Two schools were in an affluent suburb of Birmingham, Alabama. One was in a small town in Alabama, and one was on the south side of Chicago. The Japanese sample was interviewed in two schools in Sapporo, the largest city in Hokkaido. These first graders could read and define each of the signs in the equation. They could also write the correc...
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