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ERIC Number: EJ1018734
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0228-0671
Using Temporal Range to Theorize Early Number Teaching in South Africa
Venkat, Hamsa
For the Learning of Mathematics, v33 n2 p31-36 2013
The notion of temporal range is introduced and discussed in this paper. Two dimensions of temporal range are identified: mathematical temporality relating to mathematical ideas, their precursors and horizons; and a mathematical learning temporality where what students say/do provides the ground on which future learning can be built. These interrelated temporal dimensions provide lenses for re-interpreting prior writing on early number teaching in South Africa, written from a variety of theoretical standpoints. Analysis indicates attention within teaching to producing the right answer to the problem being worked on, without simultaneous attention to the broader understandings and longer-term efficiencies needed for autonomous student work with similar and related problems.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa