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The role of and connection between systematization and representation when young children work on a combinatorial task
Linnaeus University, Faculty of Technology, Department of Mathematics. (PiF)ORCID iD: 0000-0003-2217-6624
Karlstad University.
2018 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 4, p. 562-573Article in journal (Refereed) Published
Abstract [en]

This article is about the systematization and representation young children spontaneously use when they are working on a combinatorial task. In this article, documentations from 123 children working on the same task are analysed. The question asked is if there are any connections between the systematizations and representations used in the documentations and how the children solve the task. The results indicate that there are some connections between systematization and representations and that both prepossess children’s solutions. In this paper, we provide some possible reasons; however, we also state that more studies are needed to give deeper insights on these issues.

Place, publisher, year, edition, pages
Taylor & Francis, 2018. Vol. 26, no 4, p. 562-573
National Category
Didactics
Research subject
Mathematics, Mathematical Education
Identifiers
URN: urn:nbn:se:lnu:diva-76336DOI: 10.1080/1350293X.2018.1487141ISI: 000438637100008Scopus ID: 2-s2.0-85049139671OAI: oai:DiVA.org:lnu-76336DiVA, id: diva2:1222900
Available from: 2018-06-23 Created: 2018-06-23 Last updated: 2019-12-02Bibliographically approved

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Palmér, Hanna

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  • Other locale
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