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A phenomenographic analysis of students’ use of base-ten material
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research.ORCID iD: 0000-0003-2199-1627
Järfälla barn- och elevhälsa, Järfälla kommun, och Department of Special Education, Stockholm University.
2020 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Previous research indicates that manipulatives, like base-ten blocks, not necessarily strengthen students’ understanding of numerical place-value and the decimal numeral system. This study takes its starting point in the hypothesis that to create functional teaching situations with base-ten blocks, it is necessary to first know students’ prior understanding of such manipulatives. Therefore, here we present a phenomenographic analysis of students’ understanding how such manipulative material can be used to represent multidigit numbers. The data was collected from individual interviews with 58 students in grade 1 (6-7 years old).We identify six qualitatively different categories of students’ understanding, and, based on these, suggest implications for the design of teaching situations.

Place, publisher, year, edition, pages
2020.
National Category
Didactics Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-47465OAI: oai:DiVA.org:hj-47465DiVA, id: diva2:1387127
Conference
Madif 12, the twelfth research seminar of the Swedish Society for Research in Mathematics Education, Växjö, Sweden, January 14-15, 2020
Note

Seminar theme: Sustainable mathematics education in a digitalized world.

Available from: 2020-01-20 Created: 2020-01-20 Last updated: 2020-01-20Bibliographically approved

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Gunnarsson, Robert

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