Spatial structuring, enumeration and errors of S.E.N. students working with 3D arrays
Résumé
The move from understanding and working with arithmetical structures in one dimension (i.e. additive) to two or more dimensions (i.e. multiplicative) requires a significant change in children’s thinking. This paper investigates the varied and developing strategies and understandings of young people struggling with that change, through a series of 3D array enumeration tasks. Participants relied heavily on counting-based strategies, and a new analytical framework is proposed with which to diagnose initial (mis-)conceptions and observe microprogressions on the path towards multiplicative understanding.
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