Abstract
What is the common characteristic and differences among the concepts of “long and short”, “tall and short”, “deep and shallow”, “bold and fine”, “thick and thin”, and “wide and narrow”? A method of scaffolding children’s use of “length symbols” to construct related concepts was examined in this study. From the perspective of semiotics, we discuss the effectiveness of this method in stimulating children to a better understanding of the usage of mathematical symbols. We also explore the in-depth implications of the method on promoting children’s development in quantity grouping and mathematical logical thinking.
[Chinese Version | Index | Journal of Basic Education | Other Journals | Subscription form | Enquiry ]
Mail any comments and suggestions to
hkier-journal@cuhk.edu.hk .