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The micro-development of young children's problem solving strategies when tackling addition tasks

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), pp. 391-398.

Record type: Article


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


Local EPrints ID: 18655
ISSN: 0771-100X
PURE UUID: 85ae34cd-f3c7-4245-8e6c-6e6c57412cb9
ORCID for Keith Jones: ORCID iD

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Date deposited: 21 Nov 2005
Last modified: 17 Jul 2017 16:35

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