123841 - The role of the conceptual metaphor in the development of children’s arithmetic.pdf (588.74 kB)
The role of the conceptual metaphor in the development of children’s arithmetic
This paper explores the relationship between the perceptual and the conceptual in the development of children’s informal arithmetic. It compares two major theoriesPiagetian abstraction and embodied learning – in order to clarify the building of abstract ideas from perceptual, sensory experiences. The arithmetic principles of commutativity and associativity are examined within these two theories. The theory of embodied learning and the conceptual metaphor is considered as a lens for examining children’s informal, intuitive arithmetical knowledge
History
Publication title
Proceedings of the Fifth Congress of the European Society for Research in Mathematics EducationEditors
D Pitta – Pantazi, G PhilippouPagination
151-160ISBN
978-9963-671-25-0Department/School
Faculty of EducationPublisher
European Research in Mathematics EducationPlace of publication
GermanyEvent title
The Fifth Congress of the European Society for Research in Mathematics EducationEvent Venue
Larnaca, CyprusDate of Event (Start Date)
2007-02-22Date of Event (End Date)
2007-02-26Rights statement
Copyright 2007 the AuthorRepository Status
- Open