Re-Thinking 'Concrete to Abstract' in Mathematics Education: Towards the Use of Symbolically Structured Environments

Autor/inn/en	Coles, Alf; Sinclair, Nathalie
Titel	Re-Thinking 'Concrete to Abstract' in Mathematics Education: Towards the Use of Symbolically Structured Environments
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 19 (2019) 4, S.465-480 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-019-00068-4
Schlagwörter	Mathematics Education; Mathematics Instruction; Mathematical Concepts; Manipulative Materials; Mathematical Models; Teaching Methods; Symbols (Mathematics) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Hilfsmittel; Mathematical model; Mathematisches Modell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article, we question the prevalent assumption that teaching and learning mathematics should always entail movement from the concrete to the abstract. Such a view leads to reported difficulties in students moving from manipulatives and models to more symbolic work, moves that many students never make, with all the implications this has for life chances. We propose working in 'symbolically structured environments' as an alternative way of characterising students' direct engagement with the abstract and exemplify two such environments, both of which involve early number learning. We additionally propose some roles for the teacher working in a symbolically structured environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01