This paper explores the relationship between the perceptual and the conceptual in the development of children’s informal arithmetic. It compares two major theoriesPiagetian abstraction and embodied learning – in order to clarify the building of abstract ideas from perceptual, sensory experiences. The arithmetic principles of commutativity and associativity are examined within these two theories. The theory of embodied learning and the conceptual metaphor is considered as a lens for examining children’s informal, intuitive arithmetical knowledge
History
Publication title
Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education
Editors
D Pitta – Pantazi, G Philippou
Pagination
151-160
ISBN
978-9963-671-25-0
Department/School
Faculty of Education
Publisher
European Research in Mathematics Education
Place of publication
Germany
Event title
The Fifth Congress of the European Society for Research in Mathematics Education