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Teaching and learning about whole numbers in primary school

Abstract:

This book offers a theory for the analysis of how children learn and are taught about whole numbers. Two meanings of numbers are distinguished – the analytical meaning, defined by the number system, and the representational meaning, identified by the use of numbers as conventional signs that stand for quantities. This framework makes it possible to compare different approaches to making numbers meaningful in the classroom and contrast the outcomes of these diverse aspects of teaching. The...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1007/978-3-319-45113-8

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Oxford college:
Harris Manchester College
Role:
Author
Publisher:
Springer, Cham Publisher's website
Journal:
ICME-13 Topical Surveys Journal website
Series:
ICME-13 Topical Surveys
Host title:
ICME-13 Topical Surveys
Publication date:
2016-01-01
DOI:
Source identifiers:
661213
ISBN:
9783319451121
Keywords:
Pubs id:
pubs:661213
UUID:
uuid:d179f733-3e7d-4832-a741-30671a3e3d8a
Local pid:
pubs:661213
Deposit date:
2016-11-23

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