Using Multiplication and Division Contexts to Enhance Young Children's Part-Whole Thinking in Mathematics

Autor/inn/en	Bicknell, Brenda; Young-Loveridge, Jenny
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	Using Multiplication and Division Contexts to Enhance Young Children's Part-Whole Thinking in Mathematics
Quelle	(2015), (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Multiplication; Division; Young Children; Mathematical Concepts; Concept Formation; Disadvantaged Schools; Pacific Islanders; Mathematics Achievement; Urban Schools; Mathematics Instruction; Elementary School Students; Foreign Countries; Early Childhood Education; New Zealand + Suchen Sie Ihr Suchwort? Multiplikation; Frühe Kindheit; Concept learning; Begriffsbildung; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematics lessons; Mathematikunterricht; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Neuseeland
Abstract	This project built on previous research showing that insufficient numbers of children reach expected levels of achievement in mathematics. Maori, Pasifika, and students from lower decile schools are particularly disadvantaged. Young children should be given equitable opportunities to develop their mathematical thinking, particularly in all strategy domains of the New Zealand Number Framework. These include not only addition and subtraction (the predominant focus in junior classes), but also multiplication, division, and fractions. This project aimed to provide children with learning opportunities and challenges within the context of multiplication and division, with the goal of developing greater understanding of part-whole relationships in mathematics. This study challenges prevailing and persistent views that young children in their first years of schooling focus on number sequences and number knowledge up to 20, counting by ones, and the operations of addition and subtraction. Providing children with the experience of constructing groups of ten was valuable for helping strengthen place-value understanding and is consistent with literature claiming that place value is inherently multiplicative (Bakker, van den Heuvel-Panhuizen, & Robitzsch, 2014). Many effect sizes for aggregated task types were greater than one standard deviation, which according to Hattie (2009) corresponds to an acceleration of between two and three years of schooling (based on an average effect of d = 0.20 to d = 0.40 per year for student achievement). The findings show how by providing young children with learning opportunities and challenges within the context of multiplication and division, they develop greater understanding of part-whole relationships in mathematics. (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01