| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.26 MB | Adobe PDF |
Advisor(s)
Abstract(s)
In this communication, we discuss the role of representations in the development of conceptual
knowledge of 2nd grade students involved in additive quantitative reasoning through the analysis of
the resolutions of two tasks that present transformation problems. Starting to discuss what is meant
by additive quantitative reasoning and mathematical representation, we present after some empirical
results in the context of a teaching experiment developed in a public school. The results show the
difficulties with the inverse reasoning present in both situations proposed to students. Most students
preferably use the symbolic representation, using also the written language as a way to express the
meaning attributed to its resolution. The iconic representation was used only by a pair of students.
Representations have assumed a dual role, that of being the means of understanding the students'
thinking, and also supporting the development of their mathematical thinking.
Description
Keywords
Mathematical representations Transformation problems Additive quantitative reasoning Inversion IPL/2016/FLEC_RAQ_ESELx
Citation
Serrazina, L., & Rodrigues, M. (2017). The role of representations in promoting the quantitative reasoning. In T. Dooley, & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (pp. 4016–4023). Dublin, Ireland: DCU Institute of Education & ERME.
Publisher
DCU Institute of Education & ERME