Abstract
An exploratory study of 77 high ability Grade 5 and 6 children investigated links between their understanding of the numeration system and their representations of the counting sequence 1-100. Analysis of children's explanations, and pictorial and notational recordings of the numbers 1-100 revealed three dimensions of external representation-pictorial, ikonic, or notational characteristics-thus providing evidence of creative structural development of the number system, and evidence for the static or dynamic nature of the internal representation. Our observations indicated that children used a wide variety of internal images of which about 30% were dynamic internal representations. Children with a high level of understanding of the numeration system showed evidence of both structure and dynamic imagery in their representations.
Original language | English |
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Pages (from-to) | 5-25 |
Number of pages | 21 |
Journal | Mathematics Education Research Journal |
Volume | 7 |
Issue number | 1 |
DOIs | |
Publication status | Published - Apr 1995 |