View in EDS PDF Full Text

Using Coherent Representations of Number in the School Mathematics Curriculum

Saved in:
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
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEbZ_FbxnViOCI4pTKfWIhPAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDGYGxS71_whFtjzysAIBEICBmzsgBVL4XSHNrQZcfYVdqLXsMQUdWU1WTOi8Bj3fMO3v8MXexsXS4p3nhyEa9YNdk46xyt_1K66_vWlfVRlPP6tiL3OmzZPSsXG6JgOyugAwZ_fT3btSBT4bCM-KifiWmLt9yAt96Ux3rlFHvSE3xGathrHidNN5aDkQPBMinYo9QxmNn_9Xa96mhJuF-UKO-KM7U677ssEA5Ejp
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1369019
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using Coherent Representations of Number in the School Mathematics Curriculum
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Foster%2C+Colin%22">Foster, Colin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22For+the+Learning+of+Mathematics%22"><i>For the Learning of Mathematics</i></searchLink>. 2022 43(3):21-27.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Numbers%22">Numbers</searchLink><br /><searchLink fieldCode="DE" term="%22Multiplication%22">Multiplication</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink><br /><searchLink fieldCode="DE" term="%22Graphs%22">Graphs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0228-0671
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://flm-journal.org/index.php?do=show&lang=en&vol=42&num=3" linkWindow="_blank">https://flm-journal.org/index.php?do=show&lang=en&vol=42&num=3</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1369019
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1369019
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 21
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Numbers
        Type: general
      – SubjectFull: Multiplication
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Graphs
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: Using Coherent Representations of Number in the School Mathematics Curriculum
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Foster, Colin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0228-0671
          Numbering:
            – Type: volume
              Value: 43
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: For the Learning of Mathematics
              Type: main
ResultId 1