3,019 research outputs found
Stott, Deborah Ann (Ms)
No full textDepartment of Education (2011-2019) Deborah Ann Stott DST/NRF SARChI South African Numeracy Deborah Stott (2011-2018) </a
Young children’s notations for representing ordinal position and quantity: a longitudinal study of cross-task and within-task qualitative variations
No full textTo support children’s transition to school mathematics, it is important to maintain sensitivity to notations that children produce in the domain of number and support connections between their informal number knowledge and written symbols. This paper presents an exploratory longitudinal study of the notations that 3-5-year-old children produced within two tasks that prompted them to communicate the ordinal position of an object in a sequence and quantity. Thirty-three children participated in three individual, task-based interviews, over one year. The frequency of numeral use in the quantity task was almost double the frequency of numerals used in the ordinal position task. A considerable cross-task difference in children’s numeral use was maintained for all data collection cycles. Notational behaviour was characterised by qualitative variability within and across the two tasks. Longitudinal individual pathways of notation production revealed that, in contrast to the quantity task, children’s move towards use of numerals for indicating ordinal position was often direct, from using other notations to using exclusively numerals, rather than characterised by a gradual emergence of some numerals amongst other notations. We discuss the observed behaviours in relation to different parameters, as illustrated by qualitative data. We propose that children’s notational choices can be an indication of intentional intertextual engagement that enables them to draw from across their literacies, to complete a task. The original evidence from this study provides the basis for further theorisation of the role that intertextual engagement may play in the development of symbolic function
Exploring changes in young children’s conceptions of written numerals in the world around them
No full textWe present findings from a study that examined preschool children’s conceptions of the meanings and social uses of written numerals in everyday contexts. 33 children and their families participated in three cycles of data collection. In each cycle, with their family’s support, children played a Number Spotting game, taking photographs of written numbers in their everyday life. These photographs, alongside other photographs of numerals on everyday objects selected by the researchers, were used in individual photo-elicitation interviews with children. We collected data on children’s interpretations of a range of written numbers denoting order, measurement, quantity, and numbers used as labels/identifiers. The data have been analysed with a combination of a phenomenographic approach to analysis (cycle 1) and framework analysis (subsequent cycles). In this presentation, we will share our preliminary observations about changes in children’s conceptions of written numerals across cycle 1 and cycle 2 of data collection. We will discuss examples that illustrate the kinds of knowledge that children draw from, to make sense of and communicate the meanings and purposes of written numbers around them. The findings can inform pedagogical activities that aim to develop children’s awareness and understanding of the uses of numerals in everyday life
Analysing children’s awareness of the cultural rules of numerals in the world around them
No full textA phenomenographic study on preschool children’s interpretations of the uses of written numerals in everyday life
No full textPreschool children’s conceptions of the meanings and use of written numerals in everyday life: a phenomenographic study of the nature and structure of qualitative variation
No full textSupporting children’s understanding of the everyday, cultural use of written numerals is highly significant, as it is this understanding that gives meaning to classroom conversations on the purposes of written numbers. This paper presents findings from a phenomenographic study of the qualitatively different ways in which 3–5-year-old children interpret the meanings and use of numerals in everyday contexts. The study involved a volunteer sample of 37 preschool children. With their family’s support, children played a Number Spotting game, taking photographs of numerals in their environments. These photographs were supplemented with other photographs selected by the researchers and used in individual photo-elicitation interviews with children. We collected data on children’s interpretations of a range of examples of numerals used to denote quantity, order and measurement, and numerals used as labels/identifiers. The findings document qualitatively different categories that capture the range of children’s expressed conceptions as well as the critical aspects of variation that underpin how qualitatively different categories of conceptions differ or relate to each other. The study provides original insights into the nature and structure of children’s awareness of the cultural uses of written numerals. The findings can support early mathematics teaching to make meaningful connections between the knowledge that children develop outside school and the new knowledge about written numbers that they develop in formal education
Children’s notations for representing quantity and ordinal position
No full textWe present findings from a longitudinal study that examined the notations that 3-5-year-old children produced to communicate the ordinal position of an object in a sequence and quantity. 33 preschool children participated in three individual, task-based interviews, over one year. Children’s individual notational pathways varied over one year and did not always portray gradual moves towards conventional notations. The frequency of conventional numeral use in the quantity task was almost double the frequency of conventional numerals used in the ordinal task. Qualitative data show that notational choices can be influenced by various factors, including children’s awareness of their own numeral knowledge constraints, and do not necessarily reflect limited awareness of the affordances of numerals as communicative-referential symbols. The findings can inform early mathematics pedagogy that can best support connections between children’s informal knowledge about written numbers and formal learning at school
Deborah Harkness Book Talk and Signing
No full textThe Z. Smith Reynolds Library Lecture Series presents a talk and book signing by Deborah Harkness, author of the bestselling novels A Discovery of Witches and Shadow of Night. Deborah is a featured author at the 9th annual Bookmarks Festival of Books. Her Wake Forest appearance is co-sponsored by Bookmarks and ZSR Library as part of the Bookmarks Authors in Schools program
Preschool children’s notations for denoting ordinal position and quantity
No full textThe research is funded by The Leverhulme Trust (RPG-2019-330), in the UK
Author Deborah Heffernan of Bridgton describes how secret plans to have a Queen
No full textAuthor Deborah Heffernan of Bridgton describes how secret plans to have a Queen Anne bonnet-top high boy built for her husband Jack Heffernan turned into a community affair, while yet remaining a secret. The actual design and construction of the high boy fell on Bob Dunning, with the help cabinetmaker Greg Marston. Others involved on the project included Mary and Don Johnson and their sons Tom and Eric. With descriptive details of elements included in the highboy
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