Solution strategies on addition problems and meanful framework in teaching
Published:
Jul 1, 2008
Keywords:
mathematical concepts addition early childhood education
Abstract
The objective of this study was to investigate two aspects: firstly to investigate children's knowledge about the concept of number, and then to analyze children's strategies in solving problems including additions. Furthermore, we examined whether expedient teaching situations would provide more successful results. The research was carried out with the participation of 31 pupils 5 to 6 years old from Greek state kindergartens of the same area, bearing the same middle socioeconomic background. These subjects were participated in three different tash. The first aimed to investigate children's knowledge on concept of number and the others to examine children's ability in solving addition problems. Our findings highlight the important role of the communication framework in teaching, as it contributes to the acquisition of new knowledge.
Article Details
- How to Cite
-
Αντωνόπουλος (Konstantinos Antonopoulos) Κ., Τσιούνη (Paraskevι Tsiouni) Π., & Ζαχάρος (Kostas Zacharos) Κ. (2008). Solution strategies on addition problems and meanful framework in teaching. Investigating the child’s World, 8, 9–24. https://doi.org/10.12681/icw.18071
- Issue
- Vol. 8 (2008)
- Section
- Scientific articles & educational projects
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
· Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
· Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
· Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Downloads
Download data is not yet available.
References
Baroody, Α. J. (1984). Children's difficulties in subtraction: Some causes and questions. Journal for Research in Mathematics Education, 15, 203-213.
Baroody, A. J. (1999). The roles of estimation and the commutativity principle in the development of third-graders' mental multiplication. Journal of Experimental Child Psychology, 74, 157-193.
Baroody, Α., J. & Tiilikainen, S., H. (2004). Two perspectives on addition development. In A. Baroody and A. Dowker (Eds.) The development of the arithmetic concepts and skills. Constructing adaptive expertise. Lawrence Erlbaum Associates, 75-125.
Cheng, Z. J. & Chan, K. S. (2005). Chinese number-naming advantages? Analyses of Chinese pre-schoolers' computational strategies and errors. International Journal of Early Years Education, 13(2), 179-192.
Clements, D. (2004). Major themes and recommendations. In D. H. Clements and A.-M. DiBiase (eds.), Engaging Young Children in Mathematics. Lawrence Erlbaum Associates, 7-72.
Davydov, V. (1999). The content and unsolved problems of activity theory. In Y., Engeström, R. Miettinem, R.-L. Punamäki (eds.), Perspectives on activity theory. Cambridge University Press, 39-52.
Halford, G. S. (1990). Children's understanding: The development of mental models. Hillsdale, NJ: Erlbaum.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y., Engeström, R. Miettinem, R.-L. Punamäki (eds.), Perspectives on activity theory. Cambridge University Press, 19-38.
Hudson, T. (1983). Correspondences and numerical differences between sets. Child Development, 54, 84-90.
Hughes, M. (1986). Children and Number. Oxford, Basil Blackwell Ltd.
Johansson, B. S. (2005). Numerical writing skill and elementary arithmetic mental calculations. Scandinavian Journal of Educational Research, 49(1), 3-25.
Kamii, C. & De Clark, G. (1985). Young Children Reinvent Arithmetic, Columbia University.
Kamii C, Rummelsburg J. & Kari A. (2005). Teaching arithmetic to low-performing, low-SES first graders. Journal of Mathematical Behavior, 24, 39-50.
Leontev, A. N., (1978). Activity, Consciousness, and Personality. Prentice-Hall Englewood Cliffs, N.J.
Lester, F. & Charles, R. (2005). Teaching Mathematics through Problem Solving. Prekindergarten-Grade 6. National Council of Teachers of Mathematics.
Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press.
Nunes, T. & Bryant, P. (1996). Children doing mathematics. Oxford: Blackwell.
Nwabueze, K. (2001). Bruneian children's addition and subtraction methods. Journal of Mathematical Behavior, 20, 173-186.
Oers, B. van (1996). Are you sure? Stimulating Mathematical Thinking During Young Children's Play. European Early Childhood Research Journal, 4(1), 71-87.
Resnick, L. B. (1983). A development theory of number understanding. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp. 109-151). New York: Academic Press.
Shane, R. (1999). Making connections: A "number curriculum" for preschoolers. Applied image.
Siegler, R. S. (1987). The perils of averaging data over strategies: an example from children's addition, Journal of Experimental Psychology: General, 116, 250-264.
Siegler, R. S. & McGilly, Κ. (1989). Strategy choices in children's time-telling. In Levin, I. & Zakay, D. (Eds.) Psychological time: A life span perspective. Elsevier: The Netherlands.
Steinbring, Η. (2005), The Construction of New Mathematical Knowledge in Classroom Interaction. An Epistemological Perspective. Springer, U.S.A.
Steinbring, Η. (2006). What Makes a Sign a Mathematical Sing?- An Epistemological Perspective on Mathematical Interaction. Educational Studies in Mathematics, 61(1-2), 163-182.
Van de Walle, J. & Lovin, L. (2006). Teaching Student-Centered Mathematics. Grades K-3. Pearson Education, USA.
Vergnaud, G. (1979), Didactics and acquisition of "multiplicative structures" in secondary schools, In Archenhold W., et. al (Eds.), Cognitive Development Research in Science and Mathematics, 190-201.
Vergnaud, G. (1983), Multiplicative Structures. In Richard Lesh & Marsha Landau (eds.), Acquisition of Mathematics concepts and processes, 127-174, Academic Press.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Edited by Cole, M., John_Steiner, V., Scribner, S. & Souberman, E., Harvard University Press.
Wright, R., Martland, J., Stafford, A. & Stanger, G. (2002). Teaching Number. Advancing Children's Skills and Strategies. Paul Chapman Publishing, London.
Wubbles, Th., Korthagen, Fr. & Broekman, H. (1997). Preparing teachers for realistic mathematics education. Educational Studies in Mathematics, 32, 1-28.
Ζαχάρος, K. (2007). Οι Μαθηματικές Έννοιεs στην Προσχολική Εκπαίδευση και η Διδασκαλία τoυς. Μεταίχμιο, Αθήνα.
Ζαχάρος, Κ., Kóμns, Β., Μπακανδρέα, Ζ. & Παπαδημητρίου, Κ. (2007). Στρατηγικές προσέγγισης προβλημάτων πρόσθεσης και αφαίρεσης στην Προσχολική Εκπαίδευση. Νέα Παιδεία, τόμος 121, 78-94.
