Emergence of tables as first-graders cope with modelling tasks

Autores: Irit Peled, Einav Keisar
Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 46, Nº. 4, 2015, págs. 570-583
Idioma: inglés
DOI: 10.1080/0020739x.2015.1005701
Texto completo no disponible (Saber más ...)
Resumen
- In this action research, first-graders were challenged to cope with a sequence of modelling tasks involving an analysis of given situations and choices of mathematical tools. In the course of the sequence, they underwent a change in the nature of their problem-solving processes and developed modelling competencies. Moreover, during the task sequence, the first-graders spontaneously discovered the power of organizing problem data in a table. They did not merely use their existing mathematical knowledge, but also ‘reinvented’ tables as a new mathematical tool. This paper describes the gradual development of this tool as the children moved along the task sequence. Notably, the first-graders exhibited this progress in spite of having relatively little mathematical knowledge.