TY - JOUR
T1 - Children's representation and structural development of the counting sequence 1-100
AU - Thomas, Noel D.
AU - Mulligan, Joanne T.
AU - Goldin, Gerald A.
PY - 2002
Y1 - 2002
N2 - In an exploratory study, we interviewed 172 children from Grades K to 6, and an additional 92 high ability children from Grades 3 to 6, seeking to infer aspects of their internal imagistic representations from their drawings and explanations of the numbers 1-100. We interpret our observations with respect to developing theoretical models for mathematical learning and problem solving, based on characteristics of internal systems of representation. Focusing on children's understandings of the conventional base ten system of numeration, we explore how internal representational systems for numbers may change through a period of structural development, to become eventually powerful, autonomous systems.
AB - In an exploratory study, we interviewed 172 children from Grades K to 6, and an additional 92 high ability children from Grades 3 to 6, seeking to infer aspects of their internal imagistic representations from their drawings and explanations of the numbers 1-100. We interpret our observations with respect to developing theoretical models for mathematical learning and problem solving, based on characteristics of internal systems of representation. Focusing on children's understandings of the conventional base ten system of numeration, we explore how internal representational systems for numbers may change through a period of structural development, to become eventually powerful, autonomous systems.
UR - http://www.scopus.com/inward/record.url?scp=0036344181&partnerID=8YFLogxK
U2 - 10.1016/S0732-3123(02)00106-2
DO - 10.1016/S0732-3123(02)00106-2
M3 - Article
AN - SCOPUS:0036344181
VL - 21
SP - 117
EP - 133
JO - Journal of Mathematical Behavior
JF - Journal of Mathematical Behavior
SN - 0732-3123
IS - 1
ER -