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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8584

Title: Process- and object-based thinking in arithmetic
Authors: Gilmore, Camilla K.
Inglis, Matthew
Issue Date: 2008
Publisher: International Group for the Psychology of Mathematics Education (© The author)
Citation: GILMORE, C. and INGLIS, M. (2008). Process- and object-based thinking in arithmetic. IN: Figueras, O. ... et al, (eds). Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education, Vol. 3. PME 32: International Conference on the Psychology of Mathematics, Morelia, Mexico, 17th-21st July, pp. 73-80.
Abstract: Many influential theorists have proposed that learners construct mathematical objects via the encapsulation (or reification) of processes into objects. These processto- object theories posit that object-based thinking comes later in the developmental path than process-based thinking. In this paper we directly test this hypothesis in the field of early arithmetic. An experiment is reported which studied 8 and 9 year-old children’s use of the inverse relationship between addition and subtraction. We demonstrate that a subset of children were unable to solve arithmetic problems using process-based thinking, but that, nevertheless, they were able to use the inverse relationship between addition and subtraction to solve problems where appropriate. The implications of these findings for process-to-object theories are discussed.
Description: This is a conference paper.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/8584
Publisher Link: http://igpme.gandi-site.net/#
Appears in Collections:Conference Papers (Mathematics Education Centre)

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