Emergent Notational Understanding: Educational Challenges From a Developmental Perspective

One of the most important goals in primary education is to guarantee literacy and numeracy, two crucial notational systems. Before schooling, children develop some fundamental knowledge on notations from which formal learning should depart. The literature has studied this knowledge, focusing on the...

Full description

Saved in:
Bibliographic Details
Published in:Theory into practice 2004-11, Vol.43 (4), p.287-294
Main Authors: Garcia-Mila, Merce, Marti, Eduardo, Teberosky, Ana
Format: Article
Language:English
Subjects:
Adults
Beliefs
Child development
Children
Childrens literature
Constructivism (Learning)
Developmental psychology
Early Reading
Education, Primary
Elementary education
Knowledge Level
Learning
Literacy
Literary criticism
Memory
Numeracy
Numerals
Preschool Children
Preschool education
Primary Education
Symbolism
Teaching Methods
Terminology
Theory Practice Relationship
Translation
Writing instruction
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:One of the most important goals in primary education is to guarantee literacy and numeracy, two crucial notational systems. Before schooling, children develop some fundamental knowledge on notations from which formal learning should depart. The literature has studied this knowledge, focusing on the development of notational production and interpretation, on the understanding of notational functions, and also on the development of the terminology to refer to the units of notations. The focus of this article is to analyze these in order to bridge the existing gap between research and practice. Five issues raised by the notational development literature that question well-established beliefs from which different practices may derive are discussed.
ISSN:0040-5841
1543-0421
DOI:10.1207/s15430421tip4304_7