Changes in young children's strategies when solving addition tasks
Changes in young children's strategies when solving addition tasks
The aim of this study is 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. Evidence from data reported in this paper tends to support this hypothesis.
pedagogy, curriculum, teaching, learning, arithmetic, problem solving, strategies, behaviour, behavior, primary, elementary, early years, representational redescription, concept, conceptual, procedure, procedural, understanding, change
97-102
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2000
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Voutsina, Chronoula and Jones, Keith
(2000)
Changes in young children's strategies when solving addition tasks.
Proceedings of the British Society for Research into Learning Mathematics, 20 (3), .
Abstract
The aim of this study is 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. Evidence from data reported in this paper tends to support this hypothesis.
Text
Voutsina_Jones_changes_strategies_BSRLM_2000.pdf
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More information
Published date: 2000
Additional Information:
The pagination of this author's proof copy is exactly as it appears in the published version.
Keywords:
pedagogy, curriculum, teaching, learning, arithmetic, problem solving, strategies, behaviour, behavior, primary, elementary, early years, representational redescription, concept, conceptual, procedure, procedural, understanding, change
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 12606
URI: http://eprints.soton.ac.uk/id/eprint/12606
ISSN: 1463-6840
PURE UUID: 053dbd0d-54b7-44d5-a84c-a3dfe50c39b0
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Date deposited: 13 Dec 2004
Last modified: 16 Mar 2024 03:45
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