The roles of punctuation marks while learning about written numbers

Brizuela, Bárbara M.; Cayton, Gabrielle A.

doi:10.1007/s10649-007-9109-x

Cited by 6 publications

(2 citation statements)

References 14 publications

(17 reference statements)

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“…They all showed inventiveness since they mostly produced writing that they had never seen, using three figures in the order of linguistic writing. We can connect this inventiveness to the work of Brizuela and Cayton (2008), who noted that pupils of the same age were capable of giving meaning to punctuation marks in numerical writing. Outside this context, the written productions could be considered ambiguous since 316 could be read three hundred and sixteen, but in the situation these writings are perfectly readable as threeone-six.…”

Section: How Do Pupils Use Numbers In Order To Memorise and Representmentioning

confidence: 75%

Early construction of number as position with young children: a teaching experiment

Margolinas¹,

Wozniak²

2013

ZDM Mathematics Education

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International audienceOur study is motivated by the importance of the number line in the visualisation of elementary properties of operations and numbers. For the number line to be an aid for visualisation, first it must be conceived as a coordinate system (origin, orientation and unit). This paper focuses on the construction of the concept of position on a line, and on the number as a means of remembering position, for pre-elementary school children aged 5-6 years. Using didactic design as a methodology, we conducted an experiment to observe how knowledge was constructed while carrying out a certain kind of task in a situation where position had to be designated. Our study shows that pupils, despite recognising number as a quantity, fail to apprehend number as something which represents position. They are, however, capable of understanding the characteristic elements of the number line in suitable situations. Our research suggests that it is possible to teach the use of ordinal numbers to young pupils. Published by Springer http://link.springer.com/ Avaible on line http://link.springer.com/article/10.1007/s11858-013-0554-y?no-access=tru

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Section: How Do Pupils Use Numbers In Order To Memorise and Representmentioning

confidence: 75%

Early construction of number as position with young children: a teaching experiment

Margolinas¹,

Wozniak²

2013

ZDM Mathematics Education

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“…Numerous examples of the importance of innovation and creation in the evolution of mathematics can be provided throughout the history of mathematics (Brizuela, 1997), and students can easily appreciate that mathematics is a creative and cultural human activity. It can also show the relevance of mathematics with all aspects of human life because of its interdisciplinary nature (Ernest, 1998).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Through Their Eyes: Gifted Students’ Views on Integrating History of Mathematics Embedded Videos Into Mathematics Classrooms

Karatas-Aydin

Işıksal-Bostan

2022

SAGE Open

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This study examined gifted students’ views on integrating the history of mathematics embedded videos into mathematics classrooms. The research was conducted with 30 fifth-grade students who were identified as gifted with the WISC-R Intelligent Test Score and aptitude test. Data were collected through students’ video reflection papers after watching the videos on biographies of mathematicians. Content analysis was conducted to analyze data collected with reflection papers. The findings were grouped as history as a tool and history as a goal. Under the title of history as a tool, the students’ reflections were categorized as history as a cognitive tool and history as a motivational tool. As a cognitive tool, students stated that the history of mathematics embedded videos expanded their knowledge of mathematicians’ early work and their occupations. As a motivational tool, the history of mathematics embedded videos helped raise students’ curiosity about mathematicians and their works, and mathematical concepts, increased their motivation for invention, and developed a positive attitude toward mathematics and learning. On the other hand, under the title of history as a goal, the students stated that the history of mathematics embedded videos broaden their knowledge of mathematicians and their contributions, mathematical concepts, and mathematical evolution. Thus, the videos can be used as enrichment activities for gifted elementary students in mathematics classrooms.

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Learning from English and Kuwaiti children’s transcoding errors: how might number names be temporarily adapted to assist learning of place value?

Hewitt

Alajmi

2023

Educ Stud Math

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This study identifies language specific errors made with transcoding tasks to inform possible future pedagogic decisions regarding the language used when teaching early number. We compared children aged 5–7 years from Kuwait and England. The spoken Arabic language of Kuwait gave the opportunity to compare not only languages where the tens and units digits are said in a different order, but also where the direction of writing is different. We asked 396 children from Kuwait and 256 children from England to write down 2-, and 3-digit numbers which were spoken to them. We found that the direction of the language did not affect the nature of errors made, but that other aspects of the two languages could account for some of the differences we found. As well as supporting previous studies regarding the significance of the order in which the tens and units are said, we found significance in the role the word and can play in marking the number of digits involved. We also noted that the way the numbers 20, 100 and 200 are said in Arabic can set up particular symbolic associations which could account for other differences we found. Having identified language-specific errors, we discuss possible pedagogic decisions to temporarily use more regular language for the number names in each of the languages and propose the order in which number names are taught might be different to their mathematical order of magnitude.

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The roles of punctuation marks while learning about written numbers

Cited by 6 publications

References 14 publications

Early construction of number as position with young children: a teaching experiment

Early construction of number as position with young children: a teaching experiment

Through Their Eyes: Gifted Students’ Views on Integrating History of Mathematics Embedded Videos Into Mathematics Classrooms

Learning from English and Kuwaiti children’s transcoding errors: how might number names be temporarily adapted to assist learning of place value?

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