Use of conceptual metaphors in the development of number sense in the first years of mathematical learning
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6 février 2019
- handle: 10670/1.p33m54
- hal: hal-02400808
info:eu-repo/semantics/OpenAccess
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School life Students--Education Pupils Student life and customs Scientific research Science research Science--Research Math Use ofCiter ce document
Natividad Adamuz-Povedano et al., « Use of conceptual metaphors in the development of number sense in the first years of mathematical learning », HAL-SHS : sciences de l'éducation, ID : 10670/1.p33m54
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Résumé
Promoting experiences to develop the so-called number sense since early school years has become a focus of interest in mathematics education research. By number sense we mean a broad concept that refers to a deep understanding of the decimal number system, the relationships between numbers and operations, and the development of capabilities such as flexible mental calculation, numerical estimation and quantitative reasoning. This paper is an exploratory study (25 pupils), part of an on-going research, where a methodological approach, based on the use of manipulative materials for developing in six-year-old students’ number sense is explored. Particularly, in this study, we present and analyse two activities, in which a jumping frog and a kangaroo are used as conceptual metaphors for the acquisition of calculation strategies that encourage number sense development.