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Representation Reading ECI 314 Early Childhoodhood Mathematics

Workbooks for kindergarten and first grade math have

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Unformatted text preview: Workbooks for kindergarten and first-grade math have many pictures. These pictures are there on the assumption that young children go from the “concrete” (objects) to the “semiconcrete” (pictures), and then to the “abstract” (written numerals). We will argue in the first part of this chapter in light of Piaget’s theory that this assumption is erroneous and that children do not need any of those pictures. Teachers often ask, “Why do you give playing cards to kindergartners? I thought young children needed concrete objects to manipulate.” The issue of “manipulatives” and representation will be discussed in the second section of this chapter. The third section will deal with equations. More specifically, prob­ lems such as 4 +_____ = 6 and “equations” such as “5 + 5 = 10 + 5 = 15” will be discussed. PICTURES IN WORKBOOKS Authors of workbooks assume that numerals and mathematical symbols (e.g., “+”) are too abstract for first graders at the beginning of the school year and that pictures are halfway...
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