Supporting 5 Year Olds to Represent Their Mathematical Reasoning
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| Title: | Supporting 5 Year Olds to Represent Their Mathematical Reasoning |
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| Language: | English |
| Authors: | Emily Pearce, Generosa Leach, Jodie Hunter, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Instruction, Visual Aids, Elementary School Students, Foreign Countries, Manipulative Materials, Classroom Techniques, Elementary School Mathematics, Logical Thinking, Mathematical Logic, Equations (Mathematics) |
| Geographic Terms: | New Zealand |
| Abstract: | This paper illustrates how young students aged 5 years old were supported to develop their mathematical representations. In seven lessons, students progressed from using concrete manipulatives to representing their mathematical ideas in more sophisticated ways. The teacher utilised specific instructional actions including holding high expectations for all students to engage with collaborative discussion, paying close attention to the students' reasoning and representations and drawing on these to extend them further. The findings offer potential for how teachers of young students can support them to develop reasonable mathematical representations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676415 |
| Database: | ERIC |
| Abstract: | This paper illustrates how young students aged 5 years old were supported to develop their mathematical representations. In seven lessons, students progressed from using concrete manipulatives to representing their mathematical ideas in more sophisticated ways. The teacher utilised specific instructional actions including holding high expectations for all students to engage with collaborative discussion, paying close attention to the students' reasoning and representations and drawing on these to extend them further. The findings offer potential for how teachers of young students can support them to develop reasonable mathematical representations. |
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