Studying change processes in primary school arithmetic problem solving: issues in combining methodologies
Studying change processes in primary school arithmetic problem solving: issues in combining methodologies
In studying changes to children’s successful strategies while solving arithmetic tasks with primary school children, two methodological approaches were combined: the microgenetic method and the clinical method of interviewing. This paper discusses the ways in which these approaches were combined in supporting the realisation of the project. The paper presents outcomes which illustrate the type of changes observed at the various levels of children’s problem solving activity within a specific type of addition task, and argues that the particular methodological combination is suitable and effective in studying the process of procedural and conceptual change in mathematics problem solving.
pedagogy, curriculum, teaching, learning, arithmetic, problem solving, strategies, behaviour, behavior, primary, elementary, early years, concept, conceptual, procedure, procedural, understanding, change, methodology, microgenetic, microdevelopmental, clinical interview, method combination
57-62
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
November 2004
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Voutsina, Chronoula and Jones, Keith
(2004)
Studying change processes in primary school arithmetic problem solving: issues in combining methodologies.
Proceedings of the British Society for Research into Learning Mathematics, 24 (3), .
Abstract
In studying changes to children’s successful strategies while solving arithmetic tasks with primary school children, two methodological approaches were combined: the microgenetic method and the clinical method of interviewing. This paper discusses the ways in which these approaches were combined in supporting the realisation of the project. The paper presents outcomes which illustrate the type of changes observed at the various levels of children’s problem solving activity within a specific type of addition task, and argues that the particular methodological combination is suitable and effective in studying the process of procedural and conceptual change in mathematics problem solving.
Text
BSRLM-IP-24-3-10.pdf
- Version of Record
Restricted to Repository staff only
Request a copy
More information
Published date: November 2004
Keywords:
pedagogy, curriculum, teaching, learning, arithmetic, problem solving, strategies, behaviour, behavior, primary, elementary, early years, concept, conceptual, procedure, procedural, understanding, change, methodology, microgenetic, microdevelopmental, clinical interview, method combination
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 16263
URI: http://eprints.soton.ac.uk/id/eprint/16263
ISSN: 1463-6840
PURE UUID: 815f055e-240f-409f-8586-b47cc706127b
Catalogue record
Date deposited: 14 Jul 2005
Last modified: 16 Mar 2024 03:45
Export record
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
