Young children’s spontaneous representations of multiplicative semantic structures before formal introduction
Fiche du document
10 juillet 2023
- handle: 10670/1.7yy7f0
- isbn: 978-963-7031-04-5
- hal: hal-04422728
info:eu-repo/semantics/OpenAccess
Sujets proches
Structures Edifices HallsCiter ce document
Ann Downton et al., « Young children’s spontaneous representations of multiplicative semantic structures before formal introduction », HAL-SHS : sciences de l'éducation, ID : 10670/1.7yy7f0
Métriques
Partage / Export
Résumé
We present an exploratory study on young children’s spontaneous representations of multiplicative problems. In contrast to prior research on this topic, we investigate children’s responses to using different means of representation (manipulatives and drawings) and different multiplicative semantic structures including equal groups, allocation, comparison, and rectangular array. Results suggest that children aged 5- 6 years old can represent different multiplicative semantic structures, but some structures appear to be more difficult. We found that drawing provided an alternative tool to manipulatives when representing the problem, and sometimes it was easier for children than using manipulatives. Some of the difficulties seem to be related to their familiarity with the mathematical language. This observation opens possible paths for future research.