- Williams, R. F. (2004), Meaning from a Clock: Material Artefacts and Conceptual Blending in Time-Telling Instruction
Dr Williams investigates the relationship between material structures and conceptual operations in the everyday activity of time-telling. Telling time is crucial to modern life but cannot be mastered without instruction. He aims to answer these questions:
- Where did our time-telling artefacts and practices come from?
- How do we read the time from an analogue clock face?
- How does each new generation learn to perform this activity?
- Horner V., (2005) Charlotte’s Clock from the May/June 2005 issue of 'Special Children'
This article explains how Vicki Horner had to find a new way of teaching her daughter how to tell the time. It is a way that teachers might find helpful
- Douglas H. Clements D. H.(1999), Teaching length measurement: Research Challenges.
This article explores the difficult nature of teaching and learning the concept of length, suggesting the difficulty might be due to the fact that it bridges both spatial awareness and real numbers. It also challenges the conventional progression of skills related to the teaching of length.
- McLeod S. (2010) Concrete Operational Stage (Simply Psychology)
This article explores the work of Piaget. Children often believe that the amount of liquid has changed when a set amount has been poured from one container to another of a different size. Piaget would argue that children are not able to understand this notion of conservation until they have reached 7 to 11 years of age.