Effects of schematising on mathematical development

European Early Childhood Education Research Journal

Volumn 15, Issue 2, 2007, Pages 269-293

  Poland, Mariëlle ^a   van Oers, Bert ^a  

^a VU UNIVERSITY AMSTERDAM   (Netherlands)

Author keywords

Holland; mathematics; play activities; schematising

Indexed keywords

EID: 84866139972     PISSN: 1350293X     EISSN: 17521807     Source Type: Journal    
DOI: 10.1080/13502930701321600     Document Type: Article

References (28)

1. Abrantes, P., 2002. Mathematical competence for all: options, implications and obstacles. Educational Studies in Mathematics, 47: 125–143.
2. Bakker, A., Doorman, M., and Drijvers, P., Design research on how IT may support the development of symbols and meaning in mathematics education, paper presented at. Congress on Education (ORD). Kerkrade
3. Carruthers, E., and Worthington, M., 2003. Children’s mathematics. Making marks, making meaning, London: Paul Chapman Publishing.
4. Cobb, P., Confrey, C., diSessa, A., Lehrer, R., and Schauble, L., 2003. Design experiments in educational research. Educational Researcher, 32(1): 9–13.
5. Cobb, P., Gravemeijer, K., Yackel, E., McClain, K., and Whitenack, J., 1997. “ Mathematizing and symbolizing: the emergence of chains of signification in one first-grade classroom ”. In Situated cognition. Social, semiotic, and psychological perspectives, Edited by: Kirshner, D., and Whitson, J. A., 151–233. Hillsdale, NJ: Lawrence Erlbaum Associates.
6. Cohen, J., 1988. Statistical power analysis for the behavorial sciences, (2nd edn), Hillsdale, NJ: Lawrence Erlbaum Associates.
7. Deloache, J. S., Uttal, D. H., and Pierroutsakos, S. L., 1998. The development of early symbolization: educational implications. Learning and Instruction, 8(4): 325–339.
8. Dijk, E. F., van Oers, B., and Terwel, J., 2004. Schematising in early childhood mathematics education: why, when and how?. European Early Childhood Education Research Journal, 12(1): 71–83.
9. El’konin, D. B., 1972. Toward the problem of stages in the mental development of the child. Soviet Psychology, 10: 225–251.
10. Freudenthal, H., 1973. Mathematics as an educational task, Dordrecht: Kluwer Academic Publishers.
11. Ginsburg, H. P., 1977. Children’s arithmetic: the learning process, New York: Van Nostrand.
12. Hughes, M., 1986. Children and number. Difficulties in learning mathematics, New York: Basil Blackwell.
13. McPherson, T., and Payne, G., 1997. “ ‘Is it an add, miss?’ Mathematics in the early primary years ”. In Mathematics in primary education, Edited by: Preston, M., 72–89. London: Falmer.
14. Munn, P., 2006. Mathematics in early childhood. The early years maths curriculum in the UK and children’s numerical development. International Journal of Early Childhood, 38(1): 99–112.
15. Pape, S. J., and Tchoshanov, M. A., 2001. The role of representation in developing mathematical understanding. Theory into Practice, 40(2): 118–128.
16. Pimm, D., 1987. Speaking mathematically. Communication in mathematics classrooms, London: Routledge.
17. Ruckstuhl, M., 2001. Van informeel naar formeel in de wiskunde. Hoe vindt de stap naar abstracte, formele wiskunde bij de leerling plaats en hoe kan de docent deze stap bevorderen, IVLOS: Utrecht Universiteit. [From informal to formal in mathematics. How does a student take the step to abstract, formal mathematics and how can the teacher promote this step?]
18. Skemp, R. R., 1989. Mathematics in the primary school, London: Routledge.
19. Slavin, R. E., 1996. Education for all. Contexts of learning, Lisse: Swets & Zeitlinger.
20. Tharp, R. G., Estrada, P., Stoll Dalton, S., and Yamauchi, L. A., 2000. Teaching transformed. Achieving excellence, fairness, inclusion, and harmony, Boulder, CO: Westview Press.
21. Van Luit, J. E. H., van de Rijt, A. M., and Pennings, A. H., 1998. Utrechtse Getalbegrip Toets, Doetichem: Graviant educatieve uitgaven. [UGT test]
22. van Oers, B., 1994. Semiotic activity of young children in play: the construction and use of schematic representations. European Early Childhood Education Research Journal, 2(1): 19–33.
23. van Oers, B., 1996. Are you sure? Stimulating mathematical thinking during young children’s play. European Early Childhood Education Research Journal, 4(1): 71–87.
24. van Oers, B., 2002. “ The mathematization of young children’s language ”. In Symbolizing and modeling in mathematics education, Edited by: Gravemeijer, K., Lehrer, R., van Oers, B., and Verschaffel, L., 29–57. Dordrecht: Kluwer.
25. van Oers, B., and van Dijk, I., 2004. “ Curriculum and the development of model-based thinking ”. In Curriculum as a shaping force. Toward a principled approach in curriculum theory and practice, Edited by: Terwel, J., and Walker, D., 51–72. New York: Nova Science Publishers.
26. van Oers, B., and Wardekker, W. L., 1997. “ De Cultuurhistorische School in de Pedagogiek [The cultural historical school in education] ”. In In Pedagogische Meervoud, Edited by: Miedema, S., 171–213. Houten/Diegem: Bohn Stafleu Van Loghum.
27. Venger, L. A., 1986. Razvitie poznavatel’nich sposobnostej v processe doškol’nogo vospitanie, Moscow: Pedagogika. [The development of cognitive abilities in early education]
28. Vygotsky, L. S., 1978. Mind in society: the development of higher psychological processes, Cambridge, MA: Harvard University Press.