The micro-development of young children's problem solving strategies when tackling addition tasks
Voutsina, Chronoula and Jones, Keith (2001) The micro-development of young children's problem solving strategies when tackling addition tasks. Psychology of Mathematics Education, 25, (4), 391-398.
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The aim of this study was to determine the pathway of changes that occur in the problem solving strategies of 5-6 year old children when they are engaged in solving a specific form of addition task. Karmiloff-Smith’s model of Representational Redescription (RR) suggests that higher conceptualisation and control of the employed strategy develops both before and after the achievement of an efficient solution. This paper presents evidence that tends to support this hypothesis.
|Keywords:||pedagogy, curriculum, teaching, learning, arithmetic, problem solving, strategies, behaviour, behavior, primary, elementary, early years, representational redescription, concept, conceptual, procedure, procedural, understanding, change|
|Subjects:||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1501 Primary Education
|Divisions:||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
|Date Deposited:||21 Nov 2005|
|Last Modified:||31 Mar 2016 11:35|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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The micro-development of young children's problem solving strategies when tackling addition tasks. (deposited 09 May 2006)
- The micro-development of young children's problem solving strategies when tackling addition tasks. (deposited 21 Nov 2005) [Currently Displayed]
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