File(s) under permanent embargo
Analysing children’s learning in arithmetic from a socio-cultural perspective
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 SwobodaPagination
356-365ISBN
9788373386839Department/School
Faculty of EducationPublisher
European Society for Research in Mathematics EducationPlace of publication
PolandEvent title
The Seventh Congress of the European Society in Mathematics Education (CERME 7),Event Venue
Rzeszow, PolandDate of Event (Start Date)
2011-02-09Date of Event (End Date)
2011-02-13Rights statement
Copyright 2011 the AuthorRepository Status
- Restricted