SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS

Poiésis

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ISSN: 21792534
Editor Chefe: Letícia Carneiro Aguiar
Início Publicação: 31/12/2007
Periodicidade: Semestral
Área de Estudo: Educação

SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS

Ano: 2014 | Volume: 8 | Número: Especial
Autores: Veraksa Aleksander
Autor Correspondente: Veraksa Aleksander | [email protected]

Palavras-chave: symbol, sign, symbolic image, cognitive development

Resumos Cadastrados

Resumo Inglês:

In the paper, differences between sign-oriented representation and symbolic representation are discussed. The study explored perspectives of using symbolization to teach young schoolchildren the mathematical concept. The author recognizes relevant (that allows the proceeding to sign representation) and irrelevant symbolization. The three groups of young schoolchildren (N=49) were taught the mathematical concept of a function using different programs: traditional, employing sign representation and two experimental – based on relevant and irrelevant symbolizations. The experiment demonstrated that symbolic representation can facilitate mastering of the mathematical concept of a function if the content of symbol possesses structural interrelations that could be converted into sign form.