Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15617
Title: 
As long as the drawing is logical, size does not matter
Authors: 
Issue Date: 
2008
Citation: 
Ng, S. F., & Lee, K. (2008). As long as the drawing is logical, size does not matter. The Korean Journal of Thinking and Problem Solving, 18(1), 67-82.
Abstract: 
The use of letters as a variable is one of the obstacles faced by students as they
make the transition from arithmetic to letter-symbolic algebra. Primary students in
Singapore are in a unique position as they are presented with opportunities, right
across their primary years, to work with less abstract representations of numbers.
These students are taught to use a set of proportionately sized rectangles to model
arithmetic as well as algebra word problems. fMRI studies show that adults used
similar processes in generating the rectangles and letters used to solve algebraword
problems. How do primary students perceive these model representations?
Ten primary 5 students were interviewed on a one-to-one basis after they had completed
a series of mathematics tasks. The written and interview data suggest that
these students' familiarity with the model method had enabled them to construct a
new meaning of how numbers could be represented. This finding may offer educators
an alternative route to facilitate the transition from arithmetic to letter-symbolic
algebra.
URI: 
ISSN: 
1598-723X
Appears in Collections:Journal Articles

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