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Date Published: 17/03/2020
Online Published: 24/03/2020
Abstract Views: 128
Views PDF: 106
DOI: https://doi.org/10.54607/hcmue.js.17.3.2625(2020)
Issue
Vol. 17 No. 3 (2020): (English)
Section
Articles
How to Cite
Tarp , A. (2020). DE-MODELING NUMBERS, OPERATIONS AND EQUATIONS: FROM INSIDE-INSIDE TO OUTSIDE-INSIDE UNDERSTANDING. HCMUE Journal of Science, 17(3), 453. https://doi.org/10.54607/hcmue.js.17.3.2625(2020)

DE-MODELING NUMBERS, OPERATIONS AND EQUATIONS: FROM INSIDE-INSIDE TO OUTSIDE-INSIDE UNDERSTANDING

Allan Tarp

Main Article Content

Abstract

 

Adapting to the outside fact Many, children internalize social number-names, but how do they externalize them when communicating about outside numerosity? Mastering Many, children use bundle-numbers with units; and flexibly use fractions and decimals and negative numbers to account for the unbundled singles. This suggests designing a curriculum that by replacing abstract-based with concrete-based psychology mediates understanding through de-modeling core mathematics, thus allowing children to expand the number-language they bring to school.

 

Keywords

number, operation, equation, numeracy, proportionality, early childhood

Article Details

References

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