Research has shown that preschool children can make sense of multiplication and division situations. However, researchers suggest that sharing is the most intuitive way for young children to solve division problems using manipulatives. Starting from the hypothesis that drawing might be another means by which young children can represent division situations, we conducted a task-based interview with a small group of Australian and Italian 6-year-olds about measurement and partitive division situations. Results indicate that the children could interpret both types of division and their drawings and gestures captured the strategies used. We contend that children’s drawings capture their thinking more effectively than their use of manipulatives.

Ann Downton, Andrea Maffia (2023). PRESCHOOL CHILDREN’S REPRESENTATION OF DIVISION WORD PROBLEMS THROUGH DRAWINGS. Haifa : University of Haifa.

PRESCHOOL CHILDREN’S REPRESENTATION OF DIVISION WORD PROBLEMS THROUGH DRAWINGS

Andrea Maffia
2023

Abstract

Research has shown that preschool children can make sense of multiplication and division situations. However, researchers suggest that sharing is the most intuitive way for young children to solve division problems using manipulatives. Starting from the hypothesis that drawing might be another means by which young children can represent division situations, we conducted a task-based interview with a small group of Australian and Italian 6-year-olds about measurement and partitive division situations. Results indicate that the children could interpret both types of division and their drawings and gestures captured the strategies used. We contend that children’s drawings capture their thinking more effectively than their use of manipulatives.
2023
PROCEEDINGS OF THE 46th CONFERENCE of the International Group for the Psychology of Mathematics Education
235
242
Ann Downton, Andrea Maffia (2023). PRESCHOOL CHILDREN’S REPRESENTATION OF DIVISION WORD PROBLEMS THROUGH DRAWINGS. Haifa : University of Haifa.
Ann Downton; Andrea Maffia
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/935973
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