Yıl 2015, Cilt 2 , Sayı , Sayfalar 107 - 117 2015-09-01

PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION

Allan TARP [1]


Preschool allows rethinking mathematics outside the tradition of ordinary school. Seeing schooling as adapting the child to the outside world containing many examples of Many, we can ask: How will mathematics look like if built as a natural science about physical fact Many? To deal with Many we count and add. The school counts in tens, but preschool allows counting in icons also. Once counted, totals can be added. To add on-top the units are made the same through recounting, also called proportionality. Adding next-to means adding areas, also called integration. So icon-counting and next-to addition offers golden learning opportunities in preschool that is lost in ordinary school allowing only ten-counting to take place. 

count, add, proportionality, integration, preschool
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Yazar: Allan TARP

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Yayımlanma Tarihi : 1 Eylül 2015

Bibtex @araştırma makalesi { epess332891, journal = {The Eurasia Proceedings of Educational and Social Sciences}, issn = {}, eissn = {2587-1730}, address = {}, publisher = {ISRES Organizasyon Turizm Eğitim Danışmanlık Ltd. Şti.}, year = {2015}, volume = {2}, pages = {107 - 117}, doi = {}, title = {PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION}, key = {cite}, author = {TARP, Allan} }
APA TARP, A . (2015). PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION. The Eurasia Proceedings of Educational and Social Sciences , 2 () , 107-117 . Retrieved from https://dergipark.org.tr/tr/pub/epess/issue/30319/332891
MLA TARP, A . "PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION". The Eurasia Proceedings of Educational and Social Sciences 2 (2015 ): 107-117 <https://dergipark.org.tr/tr/pub/epess/issue/30319/332891>
Chicago TARP, A . "PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION". The Eurasia Proceedings of Educational and Social Sciences 2 (2015 ): 107-117
RIS TY - JOUR T1 - PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION AU - Allan TARP Y1 - 2015 PY - 2015 N1 - DO - T2 - The Eurasia Proceedings of Educational and Social Sciences JF - Journal JO - JOR SP - 107 EP - 117 VL - 2 IS - SN - -2587-1730 M3 - UR - Y2 - 2020 ER -
EndNote %0 The Eurasia Proceedings of Educational and Social Sciences PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION %A Allan TARP %T PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION %D 2015 %J The Eurasia Proceedings of Educational and Social Sciences %P -2587-1730 %V 2 %N %R %U
ISNAD TARP, Allan . "PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION". The Eurasia Proceedings of Educational and Social Sciences 2 / (Eylül 2015): 107-117 .
AMA TARP A . PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION. EPESS. 2015; 2: 107-117.
Vancouver TARP A . PRESCHOOLERS LEARN PROPORTIONALITY AND INTEGRATION THROUGH ICON-COUNTING AND NEXT-TO ADDITION. The Eurasia Proceedings of Educational and Social Sciences. 2015; 2: 117-107.