Emma's Negotiation of Number: Implicit Intensive Intervention

Autor/inn/en	Hunt, Jessica; Silva, Juanita
Titel	Emma's Negotiation of Number: Implicit Intensive Intervention
Quelle	In: Journal for Research in Mathematics Education, 51 (2020) 3, S.334-360 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Elementary School Students; Short Term Memory; Mathematical Logic; Learning Disabilities; Computation; Mathematical Concepts; Problem Solving; Mathematics Instruction; Teaching Methods; Knowledge Level; Reflection + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Mathematical logics; Mathematische Logik; Learning handicap; Lernbehinderung; Problemlösen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis
Abstract	We investigated the extent to which one elementary school child with working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child's real-time negotiation of number over time: (a) initial "2s" and symmetry to consider counting on, (b) participatory awareness of 10 and use of algorithmic knowledge, (c) break apart and growing anticipation of tacit counting, and (d) advanced participatory tacit double counting. The results suggest a possible link between the child's participatory knowledge and the extent to which her enacted activity met her goals for solving the problem more than her current "knowing." The implications regarding a possible proof of concept toward implicit, intensive instruction are shared. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: https://pubs.nctm.org/view/journals/jrme/jrme-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01