Abstract
In the design of computer microworlds as media for children's mathematical action, our basic and guiding principle was to create possible actions children could use to enact their mental operations. These possible actions open pathways for children's mathematical activity that coemerge in the activity. We illustrate this coemergence through a constructivist teaching episode with two children working with the computer microworld TIMA: Bars. During this episode, in which the children took turns to partition a bar into fourths and thirds recursively, the symbolic nature of their partitioning operations became apparent. The children developed their own drawings and numeral systems to further symbolize their symbolic mental operations. The symbolic nature of the children's partitioning operations was crucial in their establishment of more conventional mathematical symbols.
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