Social and Cultural Contexts in the Teaching and Learning of Whole Number Arithmetic

Abstract

Il ne s'agit pas là de philosophie comparée, par mise en parallèle des conceptions; mais d'un dialogue philosophique, où chaque pensée, à la rencontre de l'autre, s'interroge sur son impensé ('This is not about comparative philosophy, about paralleling different conceptions, but about a philosophical dialogue in which every thought, when coming towards the other, questions itself about its own unthought' (Jullien 2006, p. vi)) 他山之石,可以攻玉 (tā shān zhī shí, kěyǐ gōng yù) ('The stone from another mountain can be used to polish one's own jade' (Xiao Ya, Shijing: He Ming, 1000 A. C.)

Elementary pre-service teachers’ horizon knowledge for teaching addition and subtraction: An analysis of video presentations

“…In terms of counting, counting on a number line has been viewed as a basic strategy to solve simple addition and subtraction problems (Bartolini Bussi, 2015;Fuson, 2020;Sun, 2019). Teachers may encourage students to use forward, backward, and skip counting strategies to solve their addition and subtraction problems (Fuson, 2020;Sun, 2019).…”