Type:

Other

Description:

This brief article discusses the importance of young children creating their own informal graphical representations of their mathematical thinking and problem solving. As distinguished from formal recording of a completed process, these early markings and symbols enable children to develop understanding and make meaning as well as communicate their thinking. The article includes a list of references, including the authors' research on which the article is based.

Subjects:

  • Education > General
  • Mathematics > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

Concept formation,Process skills,Grade 1,NSDL,NSDL_SetSpec_ncs-NSDL-COLLECTION-000-003-112-027,Vocational/Professional Development Education,Practice Standards,Educational research,Early Elementary,Kindergarten,Mathematics,Model with mathematics,Learning theory,Elementary School,oai:nsdl.org:2200/20140728160516766T,Visual representation,Representation,Pre-Kindergarten,Modeling,Education,Grade 2

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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