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  • How Concrete is Concrete? | Gravemeijer | Journal on Mathematics Education

    How Concrete is Concrete?

    Koeno Gravemeijer

    Abstract


    If we want to make something concrete in mathematics education, we are inclined introduce, what we call, ‘manipulatives’, in the form of tactile objects or visual representations. If we want to make something concrete in a everyday-life conversation, we look for an example. In the former, we try to make a concrete model of our own, abstract, knowledge; in the latter, we try to find an example that the others will be familiar with. This article first looks at the tension between these two different ways of making things concrete. Next another role of manipulatives, will be discussed, namely that of means for scaffolding and communication. In this role, manipulatives may function as means of support in a process that aims at helping students to build on their own thinking while constructing more sophisticated mathematics.

    Keywords


    Conceret Learning Materials; School Math; Common Sense; Scaffolding; Communication

    Full Text:

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    References


    Freudenthal, H. (1987). Mathematics starting and staying in reality. In I. Wirszup & R. Street (Eds.), Proceedings of the USCMP conference on mathematics education on development in school mathematics education around the world. Reston, VA: National Council of Teachers of Mathematics.

    Gravemeijer, K.P.E. & Nelissen, J.M.C. (2007). Hoezo concreet? Op zoek naar concretiseringen die het kinderlijke denken ondersteunen. Volgens Bartjens, 26(3), pp. 14-16.

    Treffers, A. (1990). Rekenen tot twintig met het rekenrek (addition and subtraction up to twenty with the arithmetic rack). Willem Bartjens, 10 (1), 35-45.

    van Hiele, P.M. (1973). Begrip en inzicht: werkboek van de wiskundedidaktiek. Purmerend: Muusses.




    DOI: https://doi.org/10.22342/jme.2.1.780.1-14

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    Journal on Mathematics Education
    Doctoral Program on Mathematics Education
    Faculty of Teacher Training and Education, Universitas Sriwijaya
    Kampus FKIP Bukit Besar
    Jl. Srijaya Negara, Bukit Besar
    Palembang - 30139
    email: jme@unsri.ac.id

    p-ISSN: 2087-8885 | e-ISSN: 2407-0610

    Creative Commons License
    Journal on Mathematics Education (JME) is licensed under a Creative Commons Attribution 4.0 International License.


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