Children's strategy use and interpretations of mathematical representations |
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| Institution: | 1. York University, Faculty of Education, 4700 Keele Street, Toronto, ON M3J 1P3, Canada;2. University of Calgary, Werklund School of Education, EDT504, 2500 University Drive, NW, Calgary, AB T2N1N4, Canada;1. Department of Mathematics, West Virginia University, P.O. Box 6310, Morgantown, WV 26506, USA;2. Department of Curriculum & Instruction/Literacy Studies, West Virginia University, P.O. Box 6122, Morgantown, WV 26506, USA;1. Department of Chemistry, College of Science, Taif University, P.O. Box 11099, Taif, 21944, Saudi Arabia;2. Mechanical Engineering Department, Faculty of Engineering, King Abdulaziz University, Jeddah, 80204, Saudi Arabia;3. Center Excellence of Renewable Energy and Power, King Abdulaziz University, Jeddah, 80204, Saudi Arabia;4. Department of Electrical and Computer Engineering, Faculty of Engineering, King Abdulaziz University, Jeddah, 21589, Saudi Arabia;5. Independent Researcher, 38106, Braunschweig, Germany;6. Department of Mechanical and Aeronautical Engineering, University of Pretoria, Pretoria, 0002, South Africa;7. Department of Medical Research, China Medical University Hospital, China Medical University, Taichung, 404, Taiwan |
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| Abstract: | This is a summary of research, from an information processing perspective, of children's interpretation and use of strategies and representations for place value, subtraction and addition in the first three years of school. Representations are defined broadly to include concrete embodiments of numbers, symbols for numbers and operations, and combinations of the latter in number sentences and algorithms. The objective was to assess the value and limitations of the use of representations in early mathematics learning and teaching and hence to identify, describe and examine critically some of the strategies and representations that children and teachers use in early mathematics. Children generally chose to use verbal and mental strategies in preference to formal algorithms, and did not want to use analogs unless they could not perform the task in any other way. The latter preference is explained on the basis of the extra demand that use of analogs adds to the cognitive process unless they are used automatically. |
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