PETAA – Primary English Teaching Association Australia Pg 2 The basis of representational theory in mathematics education is that mathematics consists of abstract ideas, so we must create representations in order to access and work with these ideas (Goldin & Kaput, 1996). ‘Representational fluency’ in mathematics generally refers to the flexible and adaptive use of multiple representations of the same…
Clements, D. H. (1999). Subitizing: What is it? Why teach it? Teaching Children Mathematics, 5(7), 400-405. Subitizing is “instantly seeing how many.”/ ˈsu bɪˌtaɪz / [ soo-bi-tahyz ] Perceptual subitizing : recognizing a number without using other mathematical processes. For example, children might “see 3” without using any learned mathematical knowledge. Perceptual subitizing accounts for some surprisingabilities of infants. Perceptual subitizing also…
Hunter, R., & Anthony, G. (2010). Developing mathematical inquiry and argumentation. (pp. 197-206) Pg 198 Motivational and cognitive discourse Motivational discourse is encouraged through creating a space where students feel safe to share their response, secure that risks and mistakes are opportunities for learning not ridicule. Their contributions are valued. Cognitive discourse encourages students to think outside the rote learning,…
Ch 3 Genres in Children’s Literature (pp 44 – 69) Travers, Travers and Stoodt-Hill (2008) Teachers and librarians have the obligation to make children aware of all genres and to encourage them to read widely according to their level of development. p115