In this paper, we draw on neuro-scientific evidence that questions the typical developmental sequence posited by researchers, of a movement from considering actions on concrete objects, to the culmination in abstract mental structures. A clear hypothesis emerging is that what is significant in the learning of mathematics is not being able to link symbols to objects in a manner that is often considered accessible or natural, but being able to link symbols to other symbols. There are also neuro-scientific studies that implicate the significant role of fingers and touch in the learning of early number. We report on the use of the innovative ‘TouchCounts’ iPad app, which supports children in the development of number. What children become engaged and energized by is precisely the development of symbol-symbol awareness. There is a need for further research into how students gain symbolic fluency, particularly in relation to early number.
|Publication status||Published - 3 Jun 2015|
|Event||ICMI 23 - Macau, Macau, China|
Duration: 2 Jun 2015 → 7 Jun 2015
|Period||2/06/15 → 7/06/15|