The process of behavioural, representational and conceptual change in young children's strategies when solving arithmetic tasks
The process of behavioural, representational and conceptual change in young children's strategies when solving arithmetic tasks
This study is situated in the context of projects which, in the field of arithmetic, explore the process of change in young children's thinking and strategies within problem situations. In particular, the study aims at exploring the pathway of changes that occur in 5-6 year old children's problem solving strategies when they are engaged in solving a specific form of additive task. It is hypothesised that higher conceptualisation and control of the employed strategy and of the factors involved in the task, develops after the achievement of an efficient solution. Previous research has shown that group work involving discussion and reflection upon the solution process are effective practices towards this direction. For this study, Karmiloff-Smith's model of Representational Redescription (RR) provides the theoretical and methodological framework, and is used as a basis for the analysis of the changes observed in the behavioural level and of those inferred at the representational and conceptual level.
The study focuses on a number of cases. Changes in children's strategies and their progressive movement from procedural success to higher conceptualisation and control of the employed strategies, are studied in a micro-developmental level. This takes place in the course of a sequence of sessions during which children are individually involved in solving a specific form of additive tasks. The micro-developmental method of data collection and analysis is combined with the clinical method of interviewing.
The study shows that children move beyond success, and introduce qualitative changes and modifications to their successful strategies. These changes indicate the movement from success-oriented behaviour to an organisation-oriented phase in problem solving during which children, as problem solvers, acquire better control and an increasing conscious access to knowledge which is present in their cognitive system; i.e. knowledge that they already have. The RR model is proved to be a valuable tool for the exploration and analysis of the post-success behaviours which were identified in the particular arithmetic, problem solving situation.
University of Southampton
Voutsina, Chronoula
0fad38f2-dfb5-4534-822d-44eea233ca11
2002
Voutsina, Chronoula
0fad38f2-dfb5-4534-822d-44eea233ca11
Voutsina, Chronoula
(2002)
The process of behavioural, representational and conceptual change in young children's strategies when solving arithmetic tasks.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
This study is situated in the context of projects which, in the field of arithmetic, explore the process of change in young children's thinking and strategies within problem situations. In particular, the study aims at exploring the pathway of changes that occur in 5-6 year old children's problem solving strategies when they are engaged in solving a specific form of additive task. It is hypothesised that higher conceptualisation and control of the employed strategy and of the factors involved in the task, develops after the achievement of an efficient solution. Previous research has shown that group work involving discussion and reflection upon the solution process are effective practices towards this direction. For this study, Karmiloff-Smith's model of Representational Redescription (RR) provides the theoretical and methodological framework, and is used as a basis for the analysis of the changes observed in the behavioural level and of those inferred at the representational and conceptual level.
The study focuses on a number of cases. Changes in children's strategies and their progressive movement from procedural success to higher conceptualisation and control of the employed strategies, are studied in a micro-developmental level. This takes place in the course of a sequence of sessions during which children are individually involved in solving a specific form of additive tasks. The micro-developmental method of data collection and analysis is combined with the clinical method of interviewing.
The study shows that children move beyond success, and introduce qualitative changes and modifications to their successful strategies. These changes indicate the movement from success-oriented behaviour to an organisation-oriented phase in problem solving during which children, as problem solvers, acquire better control and an increasing conscious access to knowledge which is present in their cognitive system; i.e. knowledge that they already have. The RR model is proved to be a valuable tool for the exploration and analysis of the post-success behaviours which were identified in the particular arithmetic, problem solving situation.
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Published date: 2002
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Local EPrints ID: 464843
URI: http://eprints.soton.ac.uk/id/eprint/464843
PURE UUID: f9bd2cf3-98f7-4a1a-9184-b6c774bc84e9
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Date deposited: 05 Jul 2022 00:04
Last modified: 16 Mar 2024 19:46
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Author:
Chronoula Voutsina
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