14 research outputs found
Toward an Interpretation of Parallels Between Ontogenesis and the Historical Development of Thinking
Classroom Education and the Development of Units of Verbal Thinking: Interpreting the Results of Comparative Experimental Studies of People Who Did or Did Not Attend School
Compensatory rearrangements in the cortical control of movement in elderly patients with chronic cerebral ischemia
Introducing functional thinking in year 2: a case study of early algebra teaching
Sixty-five Year 2 children with ages ranging from six to seven years participated in a teaching experiment to introduce functional thinking. The results show that young children are capable of generalising, can provide examples of relations and functions, can describe the inverse of such relationships and give valid reasons for how they found the inverse relationships. They also indicate that specific features of instruction assist this process, particularly abstracting underlying mathematical relationships, notably the materials used by the teacher and the children, the types of activities and the questions asked by the teacher. This leads to specific implications for the teaching of arithmetic in the early years