From theory to praxis
Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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From theory to praxis. / Ejersbo, Lisser Rye; Misfeldt, Morten.
CERME10. ed. / Thérèse Dooley; Ghislaine Gueudet. Vol. 1 1. ed. CERME, 2017. p. 3817-3824.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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TY - GEN
T1 - From theory to praxis
AU - Ejersbo, Lisser Rye
AU - Misfeldt, Morten
PY - 2017
Y1 - 2017
N2 - This article is a description and discussion of a design research project in which we introduced a research idea about the influence of language on number concepts development into praxis on a school in grades K-3. Danish children have difficulties remembering the Danish number names because the Danish language resembles a primitive number concept in mathematical thinking. Inthe project, we renamed the numbers between 11- 99 after the base-10 system. Our hypothesis was that this system would help Danish students to get a more secure concept about the base-10 system.The project lasted for three years ending in spring 2016. Our results were so convincing that the school decided to continue using the mathematical number names, and other schools that heard about the project seem to be interested in using the system as well. In other words, the project goes from being a top-down project to a bottom-up project.Keywords: , ,
AB - This article is a description and discussion of a design research project in which we introduced a research idea about the influence of language on number concepts development into praxis on a school in grades K-3. Danish children have difficulties remembering the Danish number names because the Danish language resembles a primitive number concept in mathematical thinking. Inthe project, we renamed the numbers between 11- 99 after the base-10 system. Our hypothesis was that this system would help Danish students to get a more secure concept about the base-10 system.The project lasted for three years ending in spring 2016. Our results were so convincing that the school decided to continue using the mathematical number names, and other schools that heard about the project seem to be interested in using the system as well. In other words, the project goes from being a top-down project to a bottom-up project.Keywords: , ,
KW - Design research
KW - base-10 system
KW - grades K-2
KW - top-down and bottom-up project
M3 - Article in proceedings
SN - 978-1-873769-73-7
VL - 1
SP - 3817
EP - 3824
BT - CERME10
A2 - Dooley, Thérèse
A2 - Gueudet, Ghislaine
PB - CERME
ER -
ID: 231951287