The number track as an artefact when teaching ordinality to 6-year-olds
DOI:
https://doi.org/10.7146/nomad.v31i3.159231Keywords:
ordinality, number track, teaching, variation theoryAbstract
This study examined the use of the number track as a teaching artefact with ordinality as the learning object. The framework of variation theory was used to analyse observations from enacted teaching when numbers were taught to 6-year-olds. In the analysis, we identified several aspects of ordinality and could draw conclusions of what was made possible to learn. The result indicated that the number track is primarily and almost exclusively used to arrange various number representations (number words, number symbols, pictures and objects) in numerical order. The study further shows a broad range of teachable aspects of ordinality rather than mere sequential placement of numbers.
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