Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8616

Title: A logo-based task for arithmetical activity
Authors: Jones, Ian
Keywords: Arithmetic
Equals sign
Meaning-making
Task design
Issue Date: 2007
Publisher: Department of Informtics Education, Comenius University
Citation: JONES, I., 2007. A logo-based task for arithmetical activity. IN: Kalas, I. (ed.). Proceedings of the 11th European Logo Conference, EuroLogo 2007, Bratislava, Slovakia, 19th-24th August.
Abstract: Young children attend to answer-getting readings of arithmetical notation. This is evidenced by many children’s exclusive acceptance of a + b = c syntaxes that lend themselves to computational readings (e.g. Behr et al., 1976; Carpenter and Levi, 2000; Knuth et al. 2006). Even those children who do accept a wider variety of syntaxes, such as and , adhere to a computational view involving getting answers to both sides of the equals sign and checking they are the same (Jones, 2006). a + b = b + a c = a + b I report here on the trialling of a Logo-based task (see screenshot below) designed to foster meaningful engagement with the structural properties of arithmetical equality statements. The design rationale is that of diagrammatic reasoning where arithmetic inscriptions onscreen are observed and manipulated according to precise operational rules. The dual functionality of selecting equality statements and substituting terms is intended to afford the specific diagrammatic activities of iconic matching and transformation making towards the construction of purposeful meanings for differing statement syntaxes. The data show that the children’s readings of arithmetic notation were broadened from computation to iconic matching during trialling. This pattern-based observation of notation combined with the activity of transformation making resulted in commutative and partitional meaning-making for a + b = b + a and c = a + b syntaxes respectively. The data also suggest that various factors impacted on the diagrammatic strategies developed by the children to complete the task. These factors included blind experimentation, systematic testing, existing computational readings, and emergent commutative and partitional readings.
Description: This is a conference paper.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/8616
Publisher Link: http://www.eurologo2007.org/proceedings/
ISBN: 9788089186204
Appears in Collections:Conference Papers (Mathematics Education Centre)

Files associated with this item:

File Description SizeFormat
Jones_eurologo.pdf115.38 kBAdobe PDFView/Open

 

SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.