TY - JOUR
TI - How Concrete is Concrete?
AU - Gravemeijer, Koeno
IS - Vol 2, No 01 (2011): Journal on Mathematics Education (JME)
PB - IndoMS Pusat
JO - Journal on Mathematics Education (JME)
PY - 2011
UR - http://ejournal.unsri.ac.id/index.php/jme/article/view/780
AB - If we want to make something concrete in mathematics education, weÂ are inclined introduce, what we call, âmanipulativesâ, in the form ofÂ tactile objects or visual representations. If we want to make somethingÂ concrete in a everyday-life conversation, we look for an example. In theÂ former, we try to make a concrete model of our own, abstract,Â knowledge; in the latter, we try to find an example that the others willÂ be familiar with. This article first looks at the tension between theseÂ two different ways of making things concrete. Next another role ofÂ manipulatives, will be discussed, namely that of means for scaffoldingÂ and communication. In this role, manipulatives may function as meansÂ of support in a process that aims at helping students to build on theirÂ own thinking while constructing more sophisticated mathematics.Key words: Â Conceret Learning Materials, School Math, CommonÂ Sense, Scaffolding, Communication