Poster #6 - Emma's Numbers: Whose Knowledge Is Valued? What Knowledge Is Valued?

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-1 - Poster Session on Diverse Topics in Mathematics Education

Abstract

We investigated how one elementary school child with working memory differences made sense of composite natural numbers and unit fractions. Through mixed methods analysis of eight teaching experiment sessions, we uncovered shifts in the child’s number reasoning: (a) Initial “twos” and symmetry/counting on, (b) Participatory awareness of ten, (c) Break apart, and (d) Advanced double counting. We also show developmental changes in unit fraction reasoning. Results suggests the child’s reasoning and sense making advanced in unique ways not privileged in the research literature.  We raise questions regarding knowledge not valued in narrow measures of ability and the impact on children over time.

Authors

• Jessica Heather Hunt, North Carolina State University

• Juanita Maria Silva, Texas State University