Young children's spatial structuring ability and emerging number sense

摘要: This thesis documents research into the role of young children’s spatial structuring ability in development number sense, particularly terms insight numerical relations. We take Battista and Clements’ (1996, p. 503) definition to define act as “the mental operation constructing an organization or form for object set objects”. Insight relations involves (e.g., (de)composing) quantities understanding six be three but also five one four two), which is essential higher-order mathematical abilities. Through exploring comparing, example, symmetrical double-structures (as represented by egg cartons) dot configurations dice configurations), children can come recognize underlying structure such two rows three. Such insights help establish awareness structures, support manipulate structures various contexts settings, use abbreviate procedures. The questions are defined follows: 1. What strategies solving problems characterize abilities? 2a. How supported learning make abbreviating procedures? 2b. characterizes a ecology that facilitate ability? followed guidelines Realistic Mathematics Education (RME) socio-constructivism. It was conducted at local elementary school with intervention group combined grade 1 2 four- six-year old (N = 21). A comparable non-intervention 17) did not participate instruction experiment, included provide additional data developing analyzing interviews experiment. To answer first question, tasks designed gauging one-to-one clinical (pre- post-) interview setting. These contributed creating strategy inventory classifying phases developmental trajectory, describes regarding this particular Cumulative cyclic, classroom-based, design used second question. involved designing, testing refining hypothetical trajectory (HLT) corresponding activities retrospective analysis principles constant comparison. Qualitative analyses experiment comparisons between phase classifications pre- post-interview, reflected benefit instructional setting supports fostering highlighted kindergarten overarching context, shared vocabulary, own productions constructions, interactive learning, socio-mathematical norm structuring. teachers who participated had gained increased development. As such, theory contributes need educational practice stimulates