PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION

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Authors

  • Allan TARP

Keywords:

count, add, proportionality, integration, preschool

Abstract

Preschool allows rethinking mathematics outside the tradition of ordinary school. Seeing schooling as adapting the child to the outside world containing many examples of Many, we can ask: How will mathematics look like if built as a natural science about physical fact Many? To deal with Many we count and add. The school counts in tens, but preschool allows counting in icons also. Once counted, totals can be added. To add on-top the units are made the same through recounting, also called proportionality. Adding next-to means adding areas, also called integration. So icon-counting and next-to addition offers golden learning opportunities in preschool that is lost in ordinary school allowing only ten-counting to take place. 
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Published

2015-09-01

How to Cite

TARP, A. (2015). PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION. The Eurasia Proceedings of Educational and Social Sciences, 2, 107–117. Retrieved from https://epess.net/index.php/epess/article/view/105

Issue

Vol. 2 (2015)

Section

Articles

License

Copyright (c) 2015 The Eurasia Proceedings of Educational and Social Sciences

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