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ERIC Number: ED496959
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 8
Abstractor: Author
Solving Additive Problems at Pre-Elementary School Level with the Support of Graphical Representation
Selva, Ana Coelho Vieira; Falcao, Jorge Tarcisio da Rocha; Nunes, Terezinha
International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v4 p161-168
This research offers empirical evidence of the importance of supplying diverse symbolic representations in order to support concept development in mathematics. Graphical representation can be a helpful symbolic tool for concept development in the conceptual field of additive structures. Nevertheless, this symbolic tool has specific difficulties that are better dealt with when graphics are combined with symbolic-manipulative tools like building blocks. This combination showed to be effective in the context of a didactic sequence addressed to students in the beginning of elementary school level and aimed to support conceptual development in the domain of additive structures. It provides a theoretical backing for the proposal of using diverse symbolic representations in concept development in mathematics. (Contains 8 activities and 2 graphics.) [For complete proceedings, see ED496851.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A