Young children’s approaches to solving conceptually linked addition problems: the impact of arithmetical ability
Young children’s approaches to solving conceptually linked addition problems: the impact of arithmetical ability
The paper presents findings from a project which explored 6-7 year old children’s understanding
and use of addition principles when solving problems. Thirty three children with different
abilities in arithmetic were presented with pairs of problems which were conceptually linked by
the principles of commutativity, associativity and additive composition. The paper discusses the
similarities and differences observed in the problem solving approaches of three cases: a very
able child and two children identified as having difficulties in learning arithmetic
arithmetical ability, problem solving strategies, conceptual knowledge
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Ismail, Qaimah
361c58eb-a4f0-4a16-accd-8149df9e2279
2008
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Ismail, Qaimah
361c58eb-a4f0-4a16-accd-8149df9e2279
Voutsina, Chronoula and Ismail, Qaimah
(2008)
Young children’s approaches to solving conceptually linked addition problems: the impact of arithmetical ability.
BSRLM 2008, Southampton, UK.
20 Jun 2008.
Record type:
Conference or Workshop Item
(Other)
Abstract
The paper presents findings from a project which explored 6-7 year old children’s understanding
and use of addition principles when solving problems. Thirty three children with different
abilities in arithmetic were presented with pairs of problems which were conceptually linked by
the principles of commutativity, associativity and additive composition. The paper discusses the
similarities and differences observed in the problem solving approaches of three cases: a very
able child and two children identified as having difficulties in learning arithmetic
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More information
Published date: 2008
Venue - Dates:
BSRLM 2008, Southampton, UK, 2008-06-20 - 2008-06-20
Keywords:
arithmetical ability, problem solving strategies, conceptual knowledge
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 79775
URI: http://eprints.soton.ac.uk/id/eprint/79775
PURE UUID: e2f61bdc-0c66-41e1-8895-5f2acd800f1d
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Date deposited: 22 Mar 2010
Last modified: 11 Dec 2021 04:04
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Contributors
Author:
Qaimah Ismail
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