id: 06404368
dt: j
an: 2015b.00594
au: Fujita, Taro; Yamamoto, Shinya
ti: The development of children’s understanding of mathematical patterns
through mathematical activities.
so: Res. Math. Educ. 13, No. 3, 249-267 (2011).
py: 2011
pu: Taylor \& Francis (Routledge), Abingdon, Oxfordshire; British Society for
Research into Learning Mathematics (BSRLM)
la: EN
cc: F32 C32
ut: substantial learning environment; number patterns; mathematical activities
ci: ME 2006a.00169
li: doi:10.1080/14794802.2011.624730
ab: Summary: In this paper we report how children (aged 8) developed their
mathematical understanding through number tasks based on the Fibonacci
sequence (Bamboo numbers) used in the context of a substantial learning
environment (SLE), which is designed to be mathematically rich, have a
clear purpose and give opportunities to utilise mathematical thinking.
The flexible nature of the SLEs makes it possible for teachers and
children to explore various mathematical patterns. To capture
children’s activities when working within SLEs, we make particular
reference to {\it J. Pegg} and {\it D. Tall}’s work [ZDM, Zentralbl.
Didakt. Math. 37, No. 6, 468‒475 (2005; ME 2006a.00169)], and
consider a theoretical framework based on the SOLO taxonomy and the
developmental process of understanding mathematical concepts. It was
found that the key progression to be made through learning using our
Bamboo number-based SLEs is from multi-structural to relational levels.
It was also suggested that it is difficult for many children to
understand the structural aspects of number patterns.
rv: