Children building on success: arithmetical problem solving in the early years
Children building on success: arithmetical problem solving in the early years
This paper provides evidence of how children can build on their initial successful problem solving approaches in a way that promotes their creative thinking and triggers further learning. The findings come from a project that studied the process of change in 5-6 year old children’s successful problem solving approaches when tacking a multiple-step arithmetic task. Micro-developmental changes in children’s successful strategies were studied by closely observing children’s problem solving behaviour, during a sequence of sessions during which they engaged in solving the same form of addition task more than once, and after they had already been successful. Changes in successful problem solving behaviour were analysed using Karmiloff-Smith’s model of Representational Redescription (RR). The paper presents examples of different types of children’s organisational strategies and shows that children do move beyond success, and do introduce qualitative changes to their successful problem solving strategies.
pedagogy, curriculum, teaching, learning, arithmetic, problem solving, strategies, behaviour, behavior, primary, elementary, early years, representational redescription, concept, conceptual, procedure, procedural, understanding, change
1-9
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2005
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Voutsina, Chronoula and Jones, Keith
(2005)
Children building on success: arithmetical problem solving in the early years.
British Educational Research Association annual conference 2005 (BERA2005), University of Glamorgan, Wales, UK.
14 - 17 Sep 2005.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This paper provides evidence of how children can build on their initial successful problem solving approaches in a way that promotes their creative thinking and triggers further learning. The findings come from a project that studied the process of change in 5-6 year old children’s successful problem solving approaches when tacking a multiple-step arithmetic task. Micro-developmental changes in children’s successful strategies were studied by closely observing children’s problem solving behaviour, during a sequence of sessions during which they engaged in solving the same form of addition task more than once, and after they had already been successful. Changes in successful problem solving behaviour were analysed using Karmiloff-Smith’s model of Representational Redescription (RR). The paper presents examples of different types of children’s organisational strategies and shows that children do move beyond success, and do introduce qualitative changes to their successful problem solving strategies.
Text
Voutsina&Jones_BERA2005
- Accepted Manuscript
More information
Published date: 2005
Venue - Dates:
British Educational Research Association annual conference 2005 (BERA2005), University of Glamorgan, Wales, UK, 2005-09-14 - 2005-09-17
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: 41290
URI: http://eprints.soton.ac.uk/id/eprint/41290
PURE UUID: 8ae20344-ec37-4e51-811a-44fc007a0b67
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Date deposited: 15 Aug 2006
Last modified: 16 Mar 2024 03:45
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