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Related articles in Google Scholar. Citing articles via Google Scholar. Applying Mathematics: Immersion, Inference, Interpretation. Erich H. Abstracting multiplication and division no objects perceived Mentally solves multiplication and division problems no objects perceived using the multiplicative structure of the situation.
Basic derived and intuitive strategies for multiplication Mentally solves a range of multiplication problems using strategies that reflect attention to the multiplicative structure such as commutativity and building up from known facts. Extending and applying multiplication and division Solves a range of multiplication and division problems including multi-digit numbers in practical contexts using multiplicative thinking. Not apparent No apparent awareness of time, its descriptive language and features of clock-faces.
Mathematical Change and Scientific Change
Awareness of time, its descriptive language, and some features of clock-faces Can describe at least one feature and one purpose of clocks. Knowing some clock times, some days of week and months of year, and relating key events personal, community to these Knows some clock times, some days of week and months of year, and can relate key events to these. Knowing clock times to half-hour, all days of week and months of year including order Knows clock times to half-hour, all days of week and months of year including order. Facility with clocks and calendars Can read analogue clock times to nearest five minutes and has good working facility with calendars.
Extending and applying knowledge, skills and concepts with time Can solve a range of problems involving duration, and digital and analogue time to the nearest minute. Not apparent No apparent awareness of the attribute of length and its descriptive language.
Passar bra ihop
Awareness of the attribute of length and use of descriptive language Awareness of the attribute of length and its descriptive language. Quantifying length accurately, using units and attending to measurement principles Uses uniform units appropriately, assigning number and unit to the measure. Choosing standard units for estimating and measuring length, with accuracy Uses standard units for estimating and measuring length, with accuracy. Applying knowledge, skills and concepts of length Can solve a range of problems involving key concepts of length.
Not appar ent No apparent awareness of the attribute of mass and its descriptive language. Awareness of the attribute of mass and use of descriptive language Awareness of the attribute of mass and its descriptive language.
The role of intuition.
Quantifying mass accurately, using units and attending to measurement principles Uses uniform units appropriately, assigning number and unit to the measure. Choosing and using standard units for estimating and measuring mass, with accuracy Uses standard units for estimating and measuring mass, with accuracy.
Applying knowledge, skills and concepts of mass Can solve a range of problems involving key concepts of mass. Holistic recognition of shape Can recognise resemblances and match some simple shapes, using standard "prototypes". Classification of shapes, attending to visual features Can sort and compare shapes, using some geometrical language to describe features.
Identification of "classes of shapes" by some properties Uses properties of shapes to classify shapes into classes, using appropriate language. Definition of shapes using properties States and understands conditions for defining key shapes. Static, pictorial images formed in conjunction with models or manipulatives Able to recognise static images in embedded situations.
Re-orientation of shapes mentally Can visualise the effect of simple flipping, sliding and turning of shapes. Dynamic imagery Uses dynamic imagery to visualise manipulation of shapes by transforming and rearranging.
Criticism and Growth of Mathematical Knowledge | Philosophia Mathematica | Oxford Academic
Extending and applying visualisation and orientation Can combine a range of visualisation strategies in increasingly complex situations. The interview consists of hands-on assessment tasks where students demonstrate Mathematical understanding and preferred strategies for solving increasingly complex tasks. MOI is organised into nine sections with up to seven growth points assessed within each section. Growth point reports and student responses provide teachers with powerful information to use when planning to meet student learning needs. Our website uses a free tool to translate into other languages.
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