Literaturnachweis - Detailanzeige
| Autor/inn/en | Shores, Jay H.; Underhill, Robert G. |
|---|---|
| Titel | An Analysis of Kindergarten and First Grade Children's Addition and Subtraction Problem Solving Modeling and Accuracy. |
| Quelle | (1976), (35 Seiten) |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Addition; Cognitive Development; Conservation (Concept); Elementary Education; Elementary School Mathematics; Learning; Mathematics Education; Number Concepts; Problem Solving; Research; Subtraction |
| Abstract | A study was undertaken of the effects of formal education and conservation of numerousness on addition and subtraction problem types. Thirty-six kindergarten and 36 first-grade subjects randomly selected from one area of a school district were administered measures of conservation, problem-solving success, and modeling ability. Following factor analysis of the instruments, and a regression analysis to ascertain demographic effects, a nested posttest only control group design was analyzed using a covariate MANOVA technique. Both formal schooling and conservation significantly affected the subject's modeling and accuracy scores (p less than .05). Further, transformational addition and take-away subtraction were significantly (p less than .05) more difficult than other problem types. (Author/SD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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