Studying change processes in primary school arithmetic problem solving: issues in combining methodologies


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), pp. 57-62.

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Description/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.

Item Type: Article
ISSNs: 1463-6840 (print)
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
Subjects:
Organisations: Mathematics, Science & Health Education
ePrint ID: 16263
Date :
Date Event
November 2004Published
Date Deposited: 14 Jul 2005
Last Modified: 16 Apr 2017 23:24
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/16263

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