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The role of the conceptual metaphor in the development of children’s arithmetic


Murphy, C, The role of the conceptual metaphor in the development of children's arithmetic, Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education, 22-26 February 2007, Larnaca, Cyprus, pp. 151-160. ISBN 978-9963-671-25-0 (2007) [Refereed Conference Paper]


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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

Item Details

Item Type:Refereed Conference Paper
Keywords:arithmetic, conceptual metaphor, Piaget, constructivism
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 not elsewhere classified
UTAS Author:Murphy, C (Dr Carol Murphy)
ID Code:123841
Year Published:2007
Deposited By:Education
Deposited On:2018-01-30
Last Modified:2018-05-23
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