1-100 Rules Ok?

Autor/in	Thompson, Ian
Titel	1-100 Rules Ok?
Quelle	In: Mathematics Teaching, (2003) 185, S.14-15 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5785
Schlagwörter	Stellungnahme; Geometric Concepts; Mathematics Instruction; Young Children; Numeracy; Computation; Pattern Recognition; Mathematics Skills + Suchen Sie Ihr Suchwort? Elementare Geometrie; Mathematics lessons; Mathematikunterricht; Frühe Kindheit; Rechenkompetenz; Mustererkennung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	In a recent edition of "Mathematics Teaching" Midge Pasternack argued the case for the use of the 0-99 square with young children rather than the ubiquitous 1-100 square. In this article, the author would like to take the opportunity to mount a defence in favour of the much maligned 1-100 square. His main criticism of the 0-99 square (apart from the linguistic and logical difficulty of having a 100 square that only goes as far as 99) is that it does not support the development of a particularly important concept in number understanding for young learners, namely, the relationship between cardinal and ordinal numbers. If children are going to make sense of number lines to the extent that they become confident with empty number lines they need to understand this relationship. He feels very strongly that the 0-99 square actually prevents children from making this important connection. (ERIC).
Anmerkungen	Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10