Representation Reading ECI 314 Early Childhoodhood Mathematics

When adults write equations such as 3 2 5 we represent

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Unformatted text preview: in 3 and then 2 more”) or “3” and “5” (“First, there were 3, and then there were 5”). The writing of three numerals in this task required thinking hierarchically about a part-whole relationship, which was too hard for many first graders. An important point to be made about Table 2.1 concerns the infrequency of the “+” and “=” signs. Furthermore, there were children who wrote “+” with­ out writing but no one wrote “=” without writing a “+.” The infrequent use of the “+” and “=” signs among first graders was also observed by Allardice (1977). 38 Theoretical Foundation She further noted that only three of the seven first graders who wrote the “+” sign wrote the “=” sign. The “+” sign appears earlier than the “=” sign in both studies because the relationship between the 3 and the 2 is at one level of ab­ straction, whereas the relationship among the 3, the 2, and the 5 involves a partwhole relationship at two hierarchical levels. The last three examples in Table 2.1 are versions of...
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