Abstract
An exploratory study of 92 high ability 3rd through 6th Graders was conducted to investigate links between their understanding of the structure of numeration and their representations of the counting sequence 1-100. From children's explanations and drawings of the numbers from 1-100, we seek to infer their internal imagistic representations. Our observations indicate that children showing evidence of dynamic internal representations and access to a variety of internal images have more developed relational understanding.
| Original language | English |
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| Title of host publication | Proceedings of the 17th annual conference of the Mathematics Education Research Group of Australasia |
| Place of Publication | Lismore |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 607-615 |
| Number of pages | 8 |
| Publication status | Published - 1994 |