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Using Coherent Representations of Number in the School Mathematics Curriculum

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Bibliographic Details
Title: Using Coherent Representations of Number in the School Mathematics Curriculum
Language: English
Authors: Foster, Colin
Source: For the Learning of Mathematics. 2022 43(3):21-27.
Availability: FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Peer Reviewed: Y
Page Count: 7
Publication Date: 2022
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Mathematics Instruction, Mathematics Curriculum, Numbers, Multiplication, Concept Formation, Mathematical Concepts, Fractions, Graphs, Teaching Methods
ISSN: 0228-0671
Abstract: In this article, I argue that the common practice across many school mathematics curricula of using a variety of different representations of number may diminish the coherence of mathematics for students. Instead, I advocate prioritising a single representation of number (the number line) and applying this repeatedly across diverse content areas. I set out how this might work and the possible implications, focusing particularly on multiplication. I highlight limitations of other models of number, including circular 'pizza' for fractions and 2-dimensional area models, making the case that fewer, more carefully-chosen representations of number may better support students' sense making.
Abstractor: As Provided
Entry Date: 2023
Access URL: https://flm-journal.org/index.php?do=show&lang=en&vol=42&num=3
Accession Number: EJ1369019
Database: ERIC
Description
Abstract:In this article, I argue that the common practice across many school mathematics curricula of using a variety of different representations of number may diminish the coherence of mathematics for students. Instead, I advocate prioritising a single representation of number (the number line) and applying this repeatedly across diverse content areas. I set out how this might work and the possible implications, focusing particularly on multiplication. I highlight limitations of other models of number, including circular 'pizza' for fractions and 2-dimensional area models, making the case that fewer, more carefully-chosen representations of number may better support students' sense making.
ISSN:0228-0671