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Analysing children’s learning in arithmetic from a socio-cultural perspective

Citation

Murphy, C, Analysing children's learning in arithmetic from a socio-cultural perspective, Proceedings of the Seventh Congress of the European Society in Mathematics Education (CERME 7),, 9-13 February 2011, Rzeszow, Poland, pp. 356-365. ISBN 9788373386839 (2011) [Refereed Conference Paper]


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Copyright Statement

Copyright 2011 the Author

Official URL: http://www.cerme7.univ.rzeszow.pl/index.php?id=wg2

Abstract

The paper presents an example of collaborative group work with three children aged 6-7 years old, as part of a project to promote cooperative learning situations in young children‘s arithmetic. The premise of the project is that participation in collaborative group work will support children‘s cognitive development in number. Process-object duality models and the notions of reification, encapsulation or 'procept‘ have provided a way of examining the use of processes and objects in learning mathematics. These notions are used in relation to participation in a mathematical activity. This entails the use of two different theoretical perspectives, neo-Piagetian and neo-Vygotskyan, in examining the children‘s mathematical thinking within a social context.

Item Details

Item Type:Refereed Conference Paper
Keywords:arithmetic, collaboration, participation, process-object duality
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Murphy, C (Dr Carol Murphy)
ID Code:121627
Year Published:2011
Deposited By:Education
Deposited On:2017-10-06
Last Modified:2017-11-17
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