Identifying preverbal children’s mathematical conceptions through bishop's reframed mathematical activities

• Audrey Cooke ^[1] ; Jenny Jay ^[1]
  1. [1] Curtin University

     Curtin University

     Australia

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 2, 2022 (Research Reports A – H), ISBN 978-84-1302-176-8, págs. 179-186
• Idioma: inglés
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• Resumen

  • Preverbal children demonstrate and develop mathematical conceptions as they engage with and investigate their environment. This engagement may involve navigating the environment or self-initiated play, neither of which includes an adult or educator interacting with the child. This paper applies Bishop’s (1988, 1991) mathematical activities, as reframed by Cooke and Jay (2021), to identify the mathematical conceptions preverbal children are engaging in during self-initiated play within their environment. Limitations of this approach are considered.