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The role of and connection between systematization and representation when young children work on a combinatorial task
Inst. för matematik, Fak. för teknik, Linnéuniversitetet.ORCID iD: 0000-0003-2217-6624
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).ORCID iD: 0000-0001-6525-9871
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
Oxon, Storbritanien: Routledge, 2018. Vol. 26, no 4, p. 562-573
Keywords [en]
Combinatorics, systematization, representation, problem-solving, early mathematics
National Category
Educational Sciences
Research subject
Mathematics didactics
Identifiers
URN: urn:nbn:se:kau:diva-68013DOI: 10.1080/1350293X.2018.1487141ISI: 000438637100008OAI: oai:DiVA.org:kau-68013DiVA, id: diva2:1223761
Projects
Problemlösning i förskoleklassAvailable from: 2018-06-26 Created: 2018-06-26 Last updated: 2019-04-04Bibliographically approved

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van Bommel, Jorryt

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