ERIC Number: ED389548
Record Type: RIE
Publication Date: 1995-Oct
The Emergence of the Splitting Metaphor in a Fourth Grade Classroom.
In this classroom a child introduced the word "split" when he was asked to describe his mental activity in performing the addition of two numbers; the teacher initiated a spatial representation using a broken line. Subsequently, the children used their own pictorial representations. The paper presents an analysis of the numerical diagrams used by these fourth graders to represent their "splitting notion." Splitting evolved into a metaphor that fostered the emergence of these children's numerical meanings. Contains 10 references. (Author)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.