Using Intuition From Everyday Life in 'Filling' the gap in Children's Extension of Their Number Concept to Include the Negative Numbers
 Liora Linchevski,
 Julian Williams
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We report here an instructional method designed to address the cognitive gaps in children's mathematical development where operational conceptions give rise to structural conceptions (such as when the subtraction process leads to the negative number concept). The method involves the linking of process and object conceptions through semiotic activity with models which first record processes in situations outside mathematics and subsequently mediate activity with the signs of mathematics. We describe two experiments in teaching integers, an interesting case in which previous literature has focused on the dichotomy between the algebraic approach and the modelling approach to instruction. We conceptualise modelling as the transformation of outsideschool knowledge into school mathematics, and discuss the opportunities and difficulties involved.
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 Title
 Using Intuition From Everyday Life in 'Filling' the gap in Children's Extension of Their Number Concept to Include the Negative Numbers
 Journal

Educational Studies in Mathematics
Volume 39, Issue 13 , pp 131147
 Cover Date
 19990601
 DOI
 10.1023/A:1003726317920
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Kluwer Academic Publishers
 Additional Links
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 Industry Sectors
 Authors

 Liora Linchevski ^{(1)}
 Julian Williams ^{(2)}
 Author Affiliations

 1. Liora Linchevski, School of Education, Hebrew University of Jerusalem, Mount Scopus, Israel, 91903, Email
 2. Faculty of Education, University of Manchester, M13 9PL, U.K.