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.
|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|
|Number of pages||8|
|Publication status||Published - 1994|