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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/27012

Title: On learning number: The ‘-ty’ and ‘-teen’ confusion
Authors: Hewitt, David P.L.
Coles, Alf
Keywords: Early number
Number naming
Gattegno chart
Ordinality
Cardinality
Issue Date: 2017
Publisher: British Society for Research into Learning Mathematics © The Authors
Citation: HEWITT, D.P.L. and COLES, A., 2017. On learning number: The ‘-ty’ and ‘-teen’ confusion. IN: Curtis, F. (ed.). Proceedings of the British Society for Research into Learning Mathematics, 37 (2), pp. 1-6, Mathematical Institute, University of Oxford, Oxford, Saturday 10th June 2017.
Abstract: The aim of this paper is to draw out implications for the early learning of number from a detailed analysis of the work of one student, over an eight month period. The background to this work was our research interest in exploring the potential of approaching number without a focus on objects and cardinality, particularly for currently low-attaining students. We report on the difficulties that arose from a confusion of ‘-teen’ and ‘-ty’ numbers, for the student. We conclude that there is an argument for: (a) delaying work on ‘-teen’ numbers until students have worked on number structure more generally; (b) adopting a dual naming to regularise our naming system.
Description: This is a conference paper. It is also available at http://www.bsrlm.org.uk/publications/proceedings-of-day-conference/ip37-2/.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/27012
Publisher Link: http://www.bsrlm.org.uk/publications/proceedings-of-day-conference/ip37-2/
Appears in Collections:Conference Papers (Mathematics Education Centre)

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