Language Use in Embodied Action and Interaction in Knowing Fractions.

Kieren, Thomas

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ERIC Number: ED466385

Record Type: RIE

Publication Date: 1999-Oct

Pages: 20

Abstractor: N/A

ISBN: N/A

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Language Use in Embodied Action and Interaction in Knowing Fractions.

Kieren, Thomas

This essay is based on observation and interpretation of the mathematical language of children while they engage in situations involving fractional numbers. This interpretation includes the consideration of various levels of language use, informal metamorphic and metonymic uses of fractional number language, and the interplay between language use and the children's mathematical construct use. (Contains 10 references.) (DDR)

Descriptors: Arithmetic, Cognitive Structures, Elementary Education, Epistemology, Fractions, Higher Education, Knowledge Representation, Learning Theories, Mathematics Education, Semiotics

Publication Type: Reports - Research; Speeches/Meeting Papers

Education Level: N/A

Audience: N/A

Language: English

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Note: In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (21st, Cuernavaca, Morelos, Mexico, October 23-26, 1999); see ED 433 998. Some figures may not reproduce well.