Moving beyond success: changes in young children's successful problem solving behaviour
Moving beyond success: changes in young children's successful problem solving behaviour
This paper presents findings from a study which explores the process of change in 5-6 year old children’s successful strategies while solving a specific form of additive task. Karmiloff-Smith’s model of Representational Redescription (RR), which predicts that higher conceptualisation and control of an employed strategy develops after the achievement of a successful solution is used as a basis for the analysis of the changes observed. A number of cases were studied at a micro-developmental level. Through an analysis of two cases, the paper presents findings from the study which support certain predictions of the model regarding problem solving behaviour after success, such as the introduction of qualitative changes. Other findings of the study diverge from the predictions of the RR model.
pedagogy, curriculum, teaching, learning, Representational Redescription, problem solving, strategies, arithmetic, primary, elementary, early years, young children, micro-developmental, behaviour, behavior, concept, procedure
9607341252
717-724
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2003
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Voutsina, Chronoula and Jones, Keith
(2003)
Moving beyond success: changes in young children's successful problem solving behaviour.
In,
Gagatsis, A. and Papastavridis, S.
(eds.)
Proceedings of the 3rd Mediterranean Conference on Mathematical Education.
3rd Mediterranean Conference on Mathematical Education (03/01/03 - 05/01/03)
Athens, GR.
University of Athens, .
Record type:
Book Section
Abstract
This paper presents findings from a study which explores the process of change in 5-6 year old children’s successful strategies while solving a specific form of additive task. Karmiloff-Smith’s model of Representational Redescription (RR), which predicts that higher conceptualisation and control of an employed strategy develops after the achievement of a successful solution is used as a basis for the analysis of the changes observed. A number of cases were studied at a micro-developmental level. Through an analysis of two cases, the paper presents findings from the study which support certain predictions of the model regarding problem solving behaviour after success, such as the introduction of qualitative changes. Other findings of the study diverge from the predictions of the RR model.
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More information
Published date: 2003
Venue - Dates:
3rd Mediterranean Conference on Mathematical Education, , Athens, Greece, 2003-01-03 - 2003-01-05
Keywords:
pedagogy, curriculum, teaching, learning, Representational Redescription, problem solving, strategies, arithmetic, primary, elementary, early years, young children, micro-developmental, behaviour, behavior, concept, procedure
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 12600
URI: http://eprints.soton.ac.uk/id/eprint/12600
ISBN: 9607341252
PURE UUID: d633a207-154b-4a59-b6a1-2efa632e4dbd
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Date deposited: 24 Nov 2004
Last modified: 23 Feb 2023 02:48
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Contributors
Editor:
A. Gagatsis
Editor:
S. Papastavridis
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