Commentary on Chapters 1 to 3: Using Meaningful Analogies to Reflect on and Make Sense of Integers

摘要: Ginsburg (1977) observed that children typically develop surprisingly powerful informal (everyday) knowledge of mathematics and mathematical learning difficulties often arise when formal instruction does not build on this existing knowledge. By using meaningful analogies teachers can help connect new to students’ thus comprehend learn it. The chapters by Bofferding et al., Wessman Enzinger, Bishop al. vividly underscore these key points in the domain integer addition subtraction. These richly illustrate how make sense even before instruction. How—in absence (e.g., analogies)—their has limitations. How playing games embody a analogy be construct deeper understanding In brief, relating subtraction important implications for both assessing promoting critically