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ERIC Number: EJ1036667
Record Type: Journal
Publication Date: 2013-Oct
Pages: 17
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0013-1954
The Relationship between Diagrammatic Argumentation and Narrative Argumentation in the Context of the Development of Mathematical Thinking in the Early Years
Krummheuer, Götz
Educational Studies in Mathematics, v84 n2 p249-265 Oct 2013
This paper deals with one aspect of the endeavor to generate a theory of the development of mathematical thinking of children in the early years ages 3 to 10. By comparing two scenes, one from preschool and one from a first grade mathematics class, the relationship between diagrammatic and narrative argumentations among children and teachers is reconstructed and related to possible developmental trajectories of mathematical thinking. Theoretically, I attempt to implement these developmental paths in a concept of an "Interactional Niche in the Development of Mathematical Thinking."
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education; Early Childhood Education; Grade 1; Primary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A