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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 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
0771-100X
391-398
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
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), 391-398.

Record type: Article

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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More information

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

Identifiers

Local EPrints ID: 18655
URI: http://eprints.soton.ac.uk/id/eprint/18655
ISSN: 0771-100X
PURE UUID: 85ae34cd-f3c7-4245-8e6c-6e6c57412cb9
ORCID for Chronoula Voutsina: ORCID iD orcid.org/0000-0003-2196-5816
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 21 Nov 2005
Last modified: 23 Jul 2020 00:30

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