Titlebook: Building the Foundation: Whole Numbers in the Primary Grades; The 23rd ICMI Study Maria G. Bartolini Bussi,Xu Hua Sun Book‘‘‘‘‘‘‘‘ 2018 The

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Whole Number Thinking, Learning and Development: Neuro-cognitive, Cognitive and Developmental Approas. The first section provides an overview of the working group discussion. Section . reviews neuro-cognitive perspectives of learning WNA but looks beyond these to explain the transcoding of numerals to number words. In the third section, children’s early mathematics-related competencies in reasonin

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Whole Number Thinking, Learning and Development: A Commentary on Chapter 7h mentioning some philosophical approaches to the nature of natural numbers and add the psychological point of view represented by Piaget, that there is no need to differentiate between the cardinal and the ordinal senses of number. Further, the comments support the approach advocated in Chap. . abo

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Aspects that Affect Whole Number Learning: Cultural Artefacts and Mathematical Tasksf cultural artefacts from the participants’ reports and the literature. The idea of artefacts is considered in a broad sense, to include also language and texts. The use of cultural artefacts as teaching aids is addressed. A special section is devoted to the artefacts (teaching aids) from technologi

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Artefacts and Tasks in the Mathematical Preparation of Teachers of Elementary Arithmetic from a Mathts are offered, from the perspective of a mathematician involved in the education of pre-service teachers, on the importance and variety of artefacts (often of a cultural and historical nature) that can be used to support the learning of whole number arithmetic, as well as on the role played by math

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Connecting Whole Number Arithmetic Foundations to Other Parts of Mathematics: Structure and Structurcan be connected to other mathematical content areas and to central mathematical processes and products like defining/definitions and generalizing/generalization. In the body of the chapter, we use literature to distinguish between approaches focused more on the presentation of structure and those o

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Tradition in Whole Number Arithmeticpics of discussion concern the relationships between tradition and the verbal and non-verbal representations of numbers, numbers and artefacts of arithmetic and the role of technological devices in emulating traditional abaci and allowing direct interaction with the screens of multitouch devices in

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