Exploring links across representations of numbers with young children

Harries, A.V.; Suggate, J.

Abstract

Numbers can be represented in a variety of ways – through pictures, diagrams, symbols. Each representation highlights different features of the number and the number system. This study aims to explore pupil understanding of number both within and across representations. A computer environment (suite of programmes) was created within which representations could be generated and manipulated. This study focuses on one of the programmes within which activities were developed for pupils in years 1, 2 and 3 of English primary schools (ages 5 to 8 years). The results were analysed across year groups and across attainment levels. The study found that not all representations are equally well understood. Reading figures accurately, often comes before an understanding of place value. Over the first three years of schooling there is improvement in understanding all representations although the number line and the beads seem to cause some difficulties. An ability to count in tens and ones is associated with greater understanding of many representations.

Citation

Harries, A., & Suggate, J. (2006). Exploring links across representations of numbers with young children. The international journal for technology in mathematics education, 13(2), 53-64

• Journal Article Type: Article
• Publication Date: 2006
• Deposit Date: Feb 15, 2007
• Publicly Available Date: Feb 15, 2007
• Journal: Journal of Technology in Mathematics Education
• Print ISSN: 1744-2710
• Electronic ISSN: 2045-2519
• Publisher: Research Information
• Peer Reviewed: Not Peer Reviewed
• Volume: 13
• Issue: 2
• Pages: 53-64
• Keywords: Arithmetic and number education, Computer assisted learning, Educational software, Number concepts, Numbers, Primary school pupils, Representation, Visual perception.
• Public URL: https://durham-repository.worktribe.com/output/1629860
• Publisher URL: http://www.researchinformation.co.uk/time.php