Mathematical tasks designed to foster a reconceptualized view of early arithmetic

Mathematical tasks designed to foster a reconceptualized view of early arithmetic
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旨在培养早期算术重新概念化观点的数学任务

DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Norma Elias
Norma Elias
中科院分区：
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文献类型：
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作者：
Erna Yackel;D. Underwood;Norma Elias

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我们讨论了我校小学教师第一堂数学课程中使用的数学任务，以加深对早期算术的概念理解，包括数字、数字关系和策略的基本概念，以及不同等级的协调单位。我们的方法是让我们的学生沉浸在基数为8的世界中长达六周。一个关键的方面是我们开发了基数为8的词汇。我们使用在小学年级课堂教学实验中开发的以8为基数的教学序列模拟，这些模拟被证明是成功的，以促进幼儿对基本算术和位值计算的深刻概念理解。因此，我们的学生有独特的机会来发展对早期算术的重新概念化的观点，并学习如何改进它。
We discuss mathematical tasks used in a first mathematics content course for elementary teachers at our university to foster a deep conceptual understanding of early arithmetic, including basic concepts of number, number relationships and strategies, and coordinating units of different rank. Our approach is to immerse our students in a base 8 world for up to six weeks. A key aspect is that we develop base 8 vocabulary. We use base 8 analogs of instructional sequences developed in classroom teaching experiments in the elementary grades that have been proven successful to promote deep conceptual understandings of basic arithmetic and place-value numeration in young children. As a result, our students have unique opportunities to develop a reconceptualized view of early arithmetic and learn how it can be advanced.