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On learning number: The ‘-ty’ and ‘-teen’ confusion

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conference contribution
posted on 20.10.2017, 08:16 authored by Dave HewittDave Hewitt, Alf Coles
The aim of this paper is to draw out implications for the early learning of number from a detailed analysis of the work of one student, over an eight month period. The background to this work was our research interest in exploring the potential of approaching number without a focus on objects and cardinality, particularly for currently low-attaining students. We report on the difficulties that arose from a confusion of ‘-teen’ and ‘-ty’ numbers, for the student. We conclude that there is an argument for: (a) delaying work on ‘-teen’ numbers until students have worked on number structure more generally; (b) adopting a dual naming to regularise our naming system.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

British Society for Research into Learning Mathematics

Volume

37

Issue

2

Citation

HEWITT, D.P.L. and COLES, A., 2017. On learning number: The ‘-ty’ and ‘-teen’ confusion. IN: Curtis, F. (ed.). Proceedings of the British Society for Research into Learning Mathematics, 37 (2), pp. 1-6, Mathematical Institute, University of Oxford, Oxford, Saturday 10th June 2017.

Publisher

British Society for Research into Learning Mathematics © The Authors

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

20/07/2017

Publication date

2017

Notes

This is a conference paper. It is also available at http://www.bsrlm.org.uk/publications/proceedings-of-day-conference/ip37-2/.

Language

en

Location

University of Oxford

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