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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Description/Abstract

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.

Item Type: Article
ISSNs: 0771-100X (print)
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
Item ID: 18655
Date Deposited: 21 Nov 2005
Last Modified: 28 Jun 2012 09:43
Contributors: Voutsina, Chronoula (Author)
Jones, Keith (Author)
Date: 2001
Status: Published
Contact Email Address: cv@soton.ac.uk
URI: http://eprints.soton.ac.uk/id/eprint/18655

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