Changes in young children's strategies when solving addition tasks


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), pp. 97-102.

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Description/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.

Item Type: Article
Additional Information: The pagination of this author's proof copy is exactly as it appears in the published version.
ISSNs: 1463-6840 (print)
Related URLs:
Keywords: pedagogy, curriculum, teaching, learning, arithmetic, problem solving, strategies, behaviour, behavior, primary, elementary, early years, representational redescription, concept, conceptual, procedure, procedural, understanding, change
Subjects:
Organisations: Mathematics, Science & Health Education
ePrint ID: 12606
Date :
Date Event
2000Published
Date Deposited: 13 Dec 2004
Last Modified: 16 Apr 2017 23:52
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/12606

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