Invented Processes in Solution to Arithmetical Problems.

Autor/inn/en	Moser, James M.; Carpenter, Thomas P.
Institution	Wisconsin Center for Education Research, Madison.
Titel	Invented Processes in Solution to Arithmetical Problems.
Quelle	(1982), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Addition; Cognitive Processes; Educational Research; Elementary School Mathematics; Grade 1; Longitudinal Studies; Mathematics Education; Primary Education; Problem Solving; Subtraction + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Bildungsforschung; Pädagogische Forschung; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematische Bildung; Primarbereich; Problemlösen; Subtraktion
Abstract	The focus is on the problem-solving behaviors of primary age children on one-step verbal or story problems involving addition and subtraction. When children are given a simple word problem for which they have not learned the necessary algorithms, they are often able to derive a solution on their own. This report focuses on the child-invented processes pupils use on word problems that would normally be solved through use of an addition or subtraction algorithm. Much of the data comes from a three-year longitudinal study of about 100 first-grade pupils from one public and one parochial school in the Madison, Wisconsin area serving middle to upper-middle class neighborhoods. It was felt that invention was a rearrangement of elements into similar structures. The data suggested that instruction has a bearing upon changes in invented behavior. Thus, any characterization of children's formal or invented mathematics concepts and procedures needs to consider the role of instruction. (MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC