A micro-developmental approach to studying young children’s problem solving behavior in addition
A micro-developmental approach to studying young children’s problem solving behavior in addition
This paper presents a study that investigated the process of change in 5-6 year old children’s successful problem-solving approaches when tackling a multiple-step task in elementary arithmetic. Micro-developmental changes in children’s successful problem-solving behavior were analyzed using Karmiloff-Smith’s model of Representational Redescription (the RR model). Four case studies are selected for presentation in this paper to illustrate the qualitative changes that children introduced to their successful problem-solving approaches. These changes indicate children’s acquisition of increasing control over the procedural and conceptual knowledge that supports their strategies and, ultimately, their own learning. The research primarily supports the predictions of the RR model but also indicates points of diversion between the theory and the observations of children’s problem solving activity in addition.
366-381
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
2012
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Voutsina, Chronoula
(2012)
A micro-developmental approach to studying young children’s problem solving behavior in addition.
Journal of Mathematical Behavior, 31 (3), .
(doi:10.1016/j.jmathb.2012.03.002).
Abstract
This paper presents a study that investigated the process of change in 5-6 year old children’s successful problem-solving approaches when tackling a multiple-step task in elementary arithmetic. Micro-developmental changes in children’s successful problem-solving behavior were analyzed using Karmiloff-Smith’s model of Representational Redescription (the RR model). Four case studies are selected for presentation in this paper to illustrate the qualitative changes that children introduced to their successful problem-solving approaches. These changes indicate children’s acquisition of increasing control over the procedural and conceptual knowledge that supports their strategies and, ultimately, their own learning. The research primarily supports the predictions of the RR model but also indicates points of diversion between the theory and the observations of children’s problem solving activity in addition.
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e-pub ahead of print date: 3 May 2012
Published date: 2012
Organisations:
Mathematics and Science Education, Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 180937
URI: http://eprints.soton.ac.uk/id/eprint/180937
ISSN: 0732-3123
PURE UUID: 8945bc53-1af8-4bcd-aaab-81a8fb011990
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Date deposited: 14 Apr 2011 10:48
Last modified: 15 Mar 2024 03:22
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