CHAPTER 12

What underlying theoretical perspectives do Clements and Sarama use in chapter 12 that underlie the framework for their review? How is the student viewed under each perspective?

HIERARCHIC INTERACTIONALISM: WHAT IS IT, AND HOW DOES IT HELP EXPLAIN CHILDREN'S EARLY LEARNING OF MATH?

How does language play a role in children's ability to learn early mathematical concepts?

How does mathematical learning differ in other countries?

LEARNING TRAJECTORIES

CREATE THE FOLLOWING LTS:

• Number and Quantitative Thinking
• Geometry and Spatial Thinking
• Geometric Measurement

CHAPTER 13

"Traditionally, mathematics is taught as a ready made subject. Students are given definitions, rules, algorithms, according to which they are expected to proceed. Only a small minority learn mathematics this way" (pp. 615-616).

What connections can you make to chapter 12?

How are the theoretical perspectives used in both chapters?

What do Verschaffel, Greer & Corte say about students' mathematical strategies, and aspects of students' mathematical development?

WHAT ARE SOCIO-MATHEMATICAL NORMS?

Why do the authors consider figure 13.7 to be a "powerful theoretical lens for analyzing the teaching/learning of elementary arithmetic" (p. 610)? Do you? Why?