Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Ih0f4dwh4t

Annotation of	Annotationen:Conceptual_Models_in_Educational_Research_and_Practice
Annotation Comment
Last Modification Date	2019-07-23T14:28:26.974Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ih0f4dwh4t","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ7Ӻ","startOffset":139,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ7Ӻ","endOffset":1189°Ӻ,"quote":"The situation is extreme when the work involves numbers and mathematical operations and aims at developing some insight into how individual children think about numbers and how they operate with them. Anyone who has seriously tried to investigate what actually goes on in children’s heads when they are struggling to solve an addition or subtraction problem at the limit of their present capability will have realized that the children’s mathematical world is indeed outlandish from the adult’s point of view. \nYet, children who have not been totally alienated from the number game and have at least a modicum of motivation do not act randomly. They do proceed according to some method, even if that method would seem unorthodox to the experienced reckoner. To get an inkling of what that method might be, investigators cannot but use their own imagination and try to conceive a reasonable path that might connect such manifestations of children’s operating as can be observed, with steps that could possibly lead to an answer to the given question.","highlights":Ӷ^"jQuery3210092476566737965452":^°°,^"jQuery3210092476566737965452":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563884900074°