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Tethering towards number: synthesizing cognitive variability and stage-oriented development in children’s arithmetic thinking

  • Jonathan Norris ThomasEmail author
  • Shelly Sheats Harkness
Article

Abstract

Differing research worldviews have typically resulted in interpretations at odds with one another. Yet, leveraging distinct perspectives can lead to novel interpretations and theoretical construction. Via an empirically grounded research commentary, we describe the value of such activity through the lens of previously reported findings. This synthesis of research from dissimilar scholarly traditions is one example of how paradigms in related but sometimes disconnected fields were used to provide a more comprehensive model of foundational numeracy development. While critique and skepticism may be valuable scholarly tools, we argue that such practices should be balanced with openness and belief towards ideas from worldviews different than our own. This balance can provide new and creative interpretations and extend our collective research power.

Keywords

Numeracy Cognition Theory Teaching experiment Constructivism 

Notes

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Copyright information

© This is a U.S. Government work and not under copyright protection in the US; foreign copyright protection may apply 2019

Authors and Affiliations

  1. 1.University of KentuckyLexingtonUSA
  2. 2.University of CincinnatiCincinnatiUSA

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