Titlebook: Construction of Arithmetical Meanings and Strategies; Leslie P. Steffe,Paul Cobb Book 1988 Springer-Verlag New York Inc. 1988 arithmetic.b

Palatial

合唱团

Construction of Arithmetical Meanings and Strategies

Mingle

https://doi.org/10.1007/978-3-531-91197-7his model specifies five distinct counting types, according to the most advanced type of unit items that the child counts at a given point in his or her development. The counting types indicate what children’s initial, informal numerical knowledge might be like, and reflect our contention that child

小口啜饮

BRAND

https://doi.org/10.1007/978-3-531-91197-7d these stages the perceptual and the figurative stages. Re-presentation was the vital mechanism in the children’s progress; however, the material they re-presented was predominantly restricted to finger patterns. The children could coordinate re-presented finger patterns and their counting schemes

Conflagration

https://doi.org/10.1007/978-3-531-91197-7en had already reached the figurative stage of their counting scheme at the beginning of the teaching experiment, in that they could count their motor acts as substitutes for countable perceptual or figural items. One of our primary interests at the outset was to study the assimilatory structures of

敌意

刺穿

CHOP

FOLLY

https://doi.org/10.1007/978-3-531-91224-0l, 1935; Carpenter, 1980; Carpenter & Moser, 1982; Ginsburg, 1977; Hiebert, 1982; Hiebert, Carpenter, & Moser, 1982; Ilg & Ames, 1951: Rathmell, 1978; Smith, 1921; Steffe, Hirstein, & Spikes, 1976; Steffe, von Glasersfeld, Richards, & Cobb, 1983; Steinberg, 1985; Steiner, 1980). These reports indica