The micro-development of young children's problem solving strategies when tackling addition tasks
The micro-development of young children's problem solving strategies when tackling addition tasks
The aim of this study was 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. This paper presents evidence that 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
391-398
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2001
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Voutsina, Chronoula and Jones, Keith
(2001)
The micro-development of young children's problem solving strategies when tackling addition tasks.
Psychology of Mathematics Education, 25 (4), .
Abstract
The aim of this study was 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. This paper presents evidence that tends to support this hypothesis.
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Published date: 2001
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
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Local EPrints ID: 18655
URI: http://eprints.soton.ac.uk/id/eprint/18655
ISSN: 0771-100X
PURE UUID: 85ae34cd-f3c7-4245-8e6c-6e6c57412cb9
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Date deposited: 21 Nov 2005
Last modified: 16 Mar 2024 03:45
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