Dilemmas of teaching arithmetical notation to young learners - Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education collection Accéder directement au contenu
Communication Dans Un Congrès Année : 2022

Dilemmas of teaching arithmetical notation to young learners

Fraser Gobede
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Reidar Mosvold
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Résumé

This study takes the analysis of a Malawian Grade 1 teacher’s mediation of mathematics as a starting point for discussing dilemmas that might be entailed in the teaching of arithmetical notation to young learners. Two exemplar episodes are selected from six video-recorded lessons that were analysed using the Mediating Primary Mathematics Framework. The teacher introduced the writing of numbers and mathematical symbols with their corresponding hand movements and used these movements as the criteria for enabling learners to assess the correctness of their written inscriptions. Two inherent dilemmas of this complex work of teaching are identified and discussed.
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Dates et versions

hal-03745198 , version 1 (03-08-2022)

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  • HAL Id : hal-03745198 , version 1

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Fraser Gobede, Reidar Mosvold. Dilemmas of teaching arithmetical notation to young learners. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03745198⟩

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