Identifying Elements of \u3cem\u3eKinder- und Jugendliteratur\u3c/em\u3e

Kinder- und Jugendliteratur, children’s literature written for the purpose of teaching or entertaining young people, has been present in German literature since the Middle Ages. This genre has changed as German literature progressed, reflecting the developments of each era, including such periods as the Romantic, the Biedermeier, Realism, Modernism and Postmodernism. As such, we examined individual works of German Kinder- und Jugendliteratur for the purpose of identifying distinctive features which situate them within children’s literature as well as in the respective historical genre. The works examined were Nußknacker und Mausekönig (1816) by E. T. A. Hoffmann, Emil und die Detektive (1929) by Erich Kästner, Försters Pucki (1935) by Madge Trott, Jan und das Wildpferd (1957) by Heinrich Denneborg, Die Wolke (1987) by Gudrun Pausewang, and Tintenherz (2003) by Cornelia Funke. We present our findings in the form of a Wimmelbuch, a typical form of German Kinder- und Jugendliteratur made popular during the Biedermeier period of the mid-1800s

The Effect of Different Representations on Years 3 to 5 students' ability to generalise

Over the past 3 years, in our Early Algebra Thinking project, we have been studying Years 3 to 5 students’ ability to generalise in a variety of situations, namely, compensation principles in computation, the balance principle in equivalence and equations, change and inverse change rules with function machines, and pattern rules with growing patterns. In these studies, we have attempted to involve a variety of representations and to build students’ abilities to switch between them (in line with the theories of Dreyfus in Advanced Mathematical Thinking. Kluwer, Dordtrecht, pp. 25–41, 1991, and Duval in Proceedings of the 21st conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 3–26, 1999). The studies have shown the negative effect of closure on generalisation in symbolic representations, the predominance of single variance generalisation over covariant generalisation in tabular representations, and the reduced ability to readily identify commonalities and relationships in enactive and iconic representations. This presentation will use a variety of studies to explore the interrelation between verbal and visual comprehension of context and generalisation. The studies showed in a variety of contexts the importance of understanding and communicating aspects of representational forms which allowed commonalities to be seen across or between representations