ERIC Number: ED466385
Record Type: RIE
Publication Date: 1999-Oct
Reference Count: N/A
Language Use in Embodied Action and Interaction in Knowing Fractions.
This essay is based on observation and interpretation of the mathematical language of children while they engage in situations involving fractional numbers. This interpretation includes the consideration of various levels of language use, informal metamorphic and metonymic uses of fractional number language, and the interplay between language use and the children's mathematical construct use. (Contains 10 references.) (DDR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (21st, Cuernavaca, Morelos, Mexico, October 23-26, 1999); see ED 433 998. Some figures may not reproduce well.