A possible Learning Trajectory for Young Children's Experiences of the Evolution of the Base-10 Positional Numeral System

Lai, MY; Fung, CI

A possible Learning Trajectory for Young Children's Experiences of the Evolution of the Base-10 Positional Numeral System

Lai, MY Fung, CI

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Forging Connections in Early Mathematics Teaching and Learning, 2018, pp. 97-113
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Lai, MY
dc.contributor.author	Fung, CI
dc.date.accessioned	2022-12-22T21:58:13Z
dc.date.available	2022-12-22T21:58:13Z
dc.date.issued	2018-01-01
dc.identifier.citation	Forging Connections in Early Mathematics Teaching and Learning, 2018, pp. 97-113
dc.identifier.isbn	978-981-10-7151-5
dc.identifier.uri	http://hdl.handle.net/10453/164526
dc.description.abstract	The concept of base-10 numeral system is fundamental to other mathematical concepts such as decimal numbers and exponents, and yet for a variety of reasons, including differences in number naming language, many children in the early years of school find the concept of place value difficult. Renowned mathematics educator Freudenthal (Mathematics as an educational task. Reidel, Dordrecht, Holland, 1973) was critical of the way that mathematical content knowledge is often simplistically identified as the learning of ready-made mathematical objects, leaving the evolution and refinement process of mathematics unattended. It seems, therefore, that children’s experience of the evolution and construction of the base-10 numeral system should gain a position in young children’s mathematical experiences. This chapter outlines a possible learning trajectory for children in the early years of school for this purpose, together with a brief elaboration of its theoretical underpinnings. The ultimate goal is to open up possibility for young children to connect to the evolution of the base-10 number system, and so deepen their understanding of the concept of place value.
dc.format.extent	15
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Forging Connections in Early Mathematics Teaching and Learning
dc.relation.ispartofseries	Early Mathematics Learning and Development
dc.relation.isbasedon	10.1007/978-981-10-7153-9_6
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	A possible Learning Trajectory for Young Children's Experiences of the Evolution of the Base-10 Positional Numeral System
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-12-22T21:58:12Z
pubs.place-of-publication	Singapore
pubs.publication-status	Published
dc.location	Singapore

Abstract:

The concept of base-10 numeral system is fundamental to other mathematical concepts such as decimal numbers and exponents, and yet for a variety of reasons, including differences in number naming language, many children in the early years of school find the concept of place value difficult. Renowned mathematics educator Freudenthal (Mathematics as an educational task. Reidel, Dordrecht, Holland, 1973) was critical of the way that mathematical content knowledge is often simplistically identified as the learning of ready-made mathematical objects, leaving the evolution and refinement process of mathematics unattended. It seems, therefore, that children’s experience of the evolution and construction of the base-10 numeral system should gain a position in young children’s mathematical experiences. This chapter outlines a possible learning trajectory for children in the early years of school for this purpose, together with a brief elaboration of its theoretical underpinnings. The ultimate goal is to open up possibility for young children to connect to the evolution of the base-10 number system, and so deepen their understanding of the concept of place value.

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http://hdl.handle.net/10453/164526