Open AccessIconic and Symbolic Representation in Early Mathematics Teaching
Author(s) -
Joanna Żądło-Treder
Publication year - 2021
Publication title -
edukacja elementarna w teorii i praktyce
Language(s) - English
Resource type - Journals
eISSN - 2353-7787
pISSN - 1896-2327
DOI - 10.35765/eetp.2021.1661.01
Subject(s) - symbol (formal) , representation (politics) , action (physics) , simple (philosophy) , code (set theory) , mathematics education , computer science , embedding , the symbolic , mathematics , artificial intelligence , psychology , epistemology , programming language , philosophy , physics , set (abstract data type) , quantum mechanics , politics , political science , psychoanalysis , law
Mathematics is an abstract science, it uses a specific symbolic language, a kind of code that is difficult for children to comprehend. Using operation signs and numbers is not simple and obvious for them. The learning of mathematics by children cannot therefore be based on symbols alone. Action is needed first. However, since there is a large gap between an action and a symbol, it is necessary to support the teaching of mathematics with graphic means. Introducing a graphic element as a kind of methodological aid requires careful preparation, motivation and embedding it in previous physical activities performed by children. Otherwise, such an item, instead of facilitating the understanding of a concept, hinders that understanding and becomes an illusory aid. This paper describes the role and importance of pictorial representation in early mathematics teaching. Based on selected examples of tasks from textbooks, the difficulties of illustrating mathematical concepts are presented, and appropriate methodological solutions in this area are indicated.