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Objects, actions, and images: a perspective on early number development
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Gray, Edward Martin, Pitta, Demetra and Tall, David (2000) Objects, actions, and images: a perspective on early number development. Journal of Mathematical Behavior, Vol.18 (No.4). pp. 401-413. doi:10.1016/S0732-3123(00)00025-0 ISSN 0732-3123.
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Official URL: http://dx.doi.org/10.1016/S0732-3123(00)00025-0 ...
Abstract
It is the purpose of this article to present a review of research evidence that indicates the existence of qualitatively different thinking in elementary number development. In doing so, the article summarizes empirical evidence obtained over a period of 10 years. This evidence first signaled qualitative differences in numerical processing, and was seminal in the development of the notion of procept. More recently, it examines the role of imagery in elementary number processing. Its conclusions indicate that in the abstraction of numerical concepts from numerical processes qualitatively different outcomes may arise because children concentrate on different objects or different aspects of the objects, which are components of numerical processing.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Subjects: | Q Science > QA Mathematics L Education > L Education (General) |
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| Divisions: | Faculty of Social Sciences > Institute of Education ( -2013) | ||||
| Library of Congress Subject Headings (LCSH): | Mathematics -- Study and teaching, Mathematics -- Research, Mathematical ability | ||||
| Journal or Publication Title: | Journal of Mathematical Behavior | ||||
| Publisher: | Pergamon | ||||
| ISSN: | 0732-3123 | ||||
| Official Date: | June 2000 | ||||
| Dates: |
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| Volume: | Vol.18 | ||||
| Number: | No.4 | ||||
| Page Range: | pp. 401-413 | ||||
| DOI: | 10.1016/S0732-3123(00)00025-0 | ||||
| Status: | Peer Reviewed | ||||
| Access rights to Published version: | Open Access (Creative Commons) | ||||
| Version or Related Resource: | This paper is an adapted version of a paper presented to the Elementary Number Research Forum of the XXI International Conference of the Group for the Psychology of Mathematics Education, Lahti, Finland, 1997. |
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