Teaching Arithmetic to Low-Performing, Low-SES First Graders

Autor/inn/en	Kamii, Constance; Rummelsburg, Judith; Kari, Amy
Titel	Teaching Arithmetic to Low-Performing, Low-SES First Graders
Quelle	In: Journal of Mathematical Behavior, 24 (2005) 1, S.39-50 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2004.12.004
Schlagwörter	Mental Computation; Word Problems (Mathematics); Grade 1; Arithmetic; Mathematics Instruction; Socioeconomic Status; Low Income Groups; Elementary School Students; Elementary School Mathematics; Comparative Analysis; Teaching Methods; Number Concepts; Mathematical Logic; Thinking Skills + Suchen Sie Ihr Suchwort? Kopfrechnen; Textaufgabe; School year 01; 1. Schuljahr; Schuljahr 01; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Socio-economic status; Sozioökonomischer Status; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Number concept; Zahlbegriff; Mathematical logics; Mathematische Logik; Denkfähigkeit
Abstract	To develop their logico-mathematical foundation of number as described by Piaget (1947/1950, 1967/1971, 1971/1974), 26 low-performing, low-SES first graders were given physical-knowledge activities (e.g., Pick-Up Sticks and "bowling") during the math hour instead of math instruction. During the second half of the school year, when they showed "readiness" for arithmetic, the children were given arithmetic games and word problems that stimulated the exchange of viewpoints. At the end of the year, the children in the experimental group were compared with a similar (low-performing, low-SES) group of 20 first graders who received traditional exercises focusing narrowly on number (e.g., counting objects, making one-to-one correspondences, and answering questions like 2 + 2). The experimental group was found to be superior both in mental arithmetic and in logical reasoning as revealed by word problems. (Contains 3 figures and 6 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10