Situated Intuition And Activity Theory Fill The Gap

摘要: We report here an instructional method designed to address the cognitive gaps in children’s mathematical development where operational conceptions give rise structural conceptions, such as when subtraction process leads negative number concept. The involves linking of and object through semiotic activity with models which first record intuitive processes on objects situations outside school mathematics — invoking situated intuition subsequently mediate new activity, signs, voice. ground this teaching experiments focused (i) integers (ii) algorithms for two-digit subtraction. conceptualise modelling transformation outside-school knowledge into mathematics, discuss opportunities difficulties involved.