Early Learners' Understandings of Change and Invariance With Physical Objects (Poster 28)

• In Event: AERA Poster Session Eleven
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

We propose that “change and invariance” is a critical aspect of number development. Our research focuses on early learners’ understanding of change and invariance with physical objects. We developed a task design framework involving change and invariance that varied the number of groups and known or unknown quantities. We assessed approximately 50 learners at the beginning and end of first grade (ages 5-6) and second grade (ages 6-7) using clinical interviews. Learners exhibited difficulty with unknown totals and when objects were partitioned into groups of 10. This study demonstrates the need to develop learners’ understanding of quantity in grades K-2 to develop foundational understanding of number.

Authors

• John K. Lannin, University of Missouri
  Presenting Author

• Delinda Van Garderen, University of Missouri - Columbia
  Presenting Author

• Tiffany Hill, Emporia State University
  Presenting Author