By Boualem H., Brouzet R.
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Extra resources for The Bi-Hamiltonian Property of Euler Equations and Symmetric Lie Algebras
Sample text
1. Matt’s numbers Matt was 3 years and 1 month old at the time he made these marks. At home with his older brother, Matt said he was ‘drawing’. I was sitting writing postcards at the table nearby and Matt’s 4-year-old brother was playing computer games. 6). He showed this example to me and I asked him to tell me about it. • Matt knows that marks carry meaning and that they can sometimes represent numbers. • Perhaps he was using a phone number as a reference point for the numbers he talked about.
Through shared experiences of mathematical graphics in nursery or school, children explore, discuss, adapt, internalise, reinvent and co-construct their understandings of the written language of mathematics. Bakhtin (1981, 1986) has extended our understanding of the importance of creating knowledge together through talk. The belief is that higher-order functions such as learning grow out of social interactions. qxd 24 04/07/2006 18:06 Page 24 Children’s Mathematics Bakhtin focuses on different aspects of talk including the child’s ‘voice’ and the centrality of dialogue – this perspective of socio-culturalism is a valuable one for children’s mathematical graphics.
1975) What did I write? Portsmouth, NH: Heinemann. • Newman, J. (1984) The Craft of Children’s Writing. Spring, TX: Heinemann Educational. REM and Developmental Education in the Netherlands • Heuvel-Panhuizen, M. van den (2001) ‘Realistic mathematics education in the Netherlands’, in J. ), Principles and Practices in Arithmetic Teaching. Buckingham: Open University Press. • Oers, B. ) (2003) Narratives of Childhood: Theoretical and Practical Explorations of Early Childhood Education. Amsterdam: Free University Press.
The Bi-Hamiltonian Property of Euler Equations and Symmetric Lie Algebras by Boualem H., Brouzet R.
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