Year: 2018
Type: article
Abstract: The representations, tools and task discussed were designed as a response to a pedagogical challenge: How can the “times as many” idea of multiplication be investigated meaningfully? The task involves experimenting with different types of elastic to test their “stretchiness”. Reasoning during the task, with the affordances offered by the tools, learners as young as 11 years old were able to reason in terms of the multiplicative comparison. We discuss what mathematical insight, activity, and understanding is available to learners via engagement with the task.
Authors: Jill Cheeseman, Ann Downton
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3045061477