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

conference contribution
posted on 2023-05-23, 12:48 authored by Carol MurphyCarol Murphy
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.

History

Publication title

Proceedings of the Seventh Congress of the European Society in Mathematics Education (CERME 7),

Editors

M Pytlak, T Rowland, E Swoboda

Pagination

356-365

ISBN

9788373386839

Department/School

Faculty of Education

Publisher

European Society for Research in Mathematics Education

Place of publication

Poland

Event title

The Seventh Congress of the European Society in Mathematics Education (CERME 7),

Event Venue

Rzeszow, Poland

Date of Event (Start Date)

2011-02-09

Date of Event (End Date)

2011-02-13

Rights statement

Copyright 2011 the Author

Repository Status

  • Restricted

Socio-economic Objectives

Learner and learning not elsewhere classified

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