Literaturnachweis - Detailanzeige
| Autor/inn/en | Tzur, Ron; Johnson, Heather Lynn; Norton, Anderson; Davis, Alan; Wang, Xin; Ferrara, Michael; Harrington, Cody; Hodkowski, Nicola Mercedes |
|---|---|
| Titel | Children's Spontaneous Additive Strategy Relates to Multiplicative Reasoning |
| Quelle | In: Cognition and Instruction, 39 (2021) 4, S.451-476 (26 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Tzur, Ron) ORCID (Davis, Alan) ORCID (Ferrara, Michael) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-0008 |
| DOI | 10.1080/07370008.2021.1896521 |
| Schlagwörter | Constructivism (Learning); Mathematics Skills; Elementary School Students; Grade 4; Addition; Multiplication; Computation; Learning Strategies; Mathematical Logic |
| Abstract | We examine a hypothesis implied by Steffe's constructivist model of children's numerical reasoning: a child's "spontaneous" additive strategy may relate to a foundational form of multiplicative reasoning, termed multiplicative double counting (mDC). To this end, we mix quantitative and qualitative analyses of 31 fourth graders' responses during clinical, task-based interviews. All participants spontaneously used one of three additive strategies--counting-on, doubling, or break-apart-make-ten (BAMT)--to correctly solve an addition word problem (8 + 7). We found between-group differences, with asymmetric association of those ordinal variables. We found counting-on to be mainly related to premultiplicative reasoning and BAMT to mDC reasoning. We discuss the theoretical significance and implications of this corroboration of Steffe's model. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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