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ERIC Number: EJ1115127
Record Type: Journal
Publication Date: 2016
Pages: 5
Abstractor: ERIC
ISSN: ISSN-1326-0286
Counter Conjectures: Using Manipulatives to Scaffold the Development of Number Sense and Algebra
West, John
Australian Primary Mathematics Classroom, v21 n3 p21-25 2016
This article takes the position that teachers can use simple manipulative materials to model relatively complex situations and in doing so scaffold the development of students' number sense and early algebra skills. While students' early experiences are usually dominated by the cardinal aspect of number (i.e., counting the number of items in a set), over time students broaden their understanding to include increasingly abstract concepts, such as negative numbers. The activities described in this article provide a context within which students can investigate number patterns and formulate and test conjectures.
Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A