Poster #78 - Tethering Toward Number: Synthesizing Cognitive Variability and Stage-Oriented Development in Children's Arithmetic Thinking

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-10 - Mathematics Education Research Poster Session

Abstract

Divergent research worldviews have typically resulted in interpretations at odds with one another. Yet, leveraging such worldviews during interpretive phases of research activity can lead to novel interpretations and theoretical construction. We expand upon previous research in this area to more fully define cognitive change in early arithmetic thinking. As such, this theoretical integration provides one example of how two paradigms in related but sometimes disconnected scholarly fields of psychology and mathematics education were used to provide a more comprehensive model of foundational numeracy development.

Authors

• Jonathan Norris Thomas, University of Kentucky

• Shelly Sheats Harkness, University of Cincinnati