Representation Reading ECI 314 Early Childhoodhood Mathematics

Type 4 is especially signifi cant because it shows

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Unformatted text preview: tation. These 4-year-olds thought about the objects either from a vaguely quan­ titative or from a qualitative point of view and not both. At age 5, when children construct number, they tend to make Type-3 and Type-4 representations. These children think about 3 objects, for example, with numerical precision but still think about each object. Type 4 is especially signifi­ cant because it shows that even when they have acquired die social knowledge of written numerals, children use this knowledge at their respective levels of abstrac­ tion. No one teaches children to write “123” or “333” to represent 3 objects, and no one teaches them to write “TIL” for 3 objects either. But Types 3 and 4 reveal children’s attention to each object rather than to the total quantity. Type-5 representation was made mostly by the oldest children, reflecting their thinking about the total quantity of objects. At this point, it seems best to write one numeral and not 3 symbols or signs. Type 6 further reflects children...
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