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Comparing the use of the empty number line in England and the Netherlands
Efforts to meet the needs of children's learning in arithmetic has led to an increased emphasis on the teaching of mental calculation strategies in England. This has included the adoption of didactical tools such as the empty number line (ENL) that was developed as part of the realistic mathematics movement in the Netherlands. It has been claimed that the English use of the ENL differs from that of the Dutch. In this study curriculum guidance materials are examined to investigate these differences. Two examples of teaching sequences are provided to illustrate them further. It is proposed that the different uses stem from different pedagogical principles. The implications of the English use are discussed in relation to the presentation of mental calculation strategies in an algorithmic way.
History
Publication title
British Educational Research JournalVolume
37Pagination
147-161ISSN
0141-1926Department/School
Faculty of EducationPublisher
Carfax PublishingPlace of publication
United KingdomRights statement
Copyright 2011 British Educational Research AssociationRepository Status
- Restricted