Literaturnachweis - Detailanzeige
| Autor/inn/en | Carpenter, Thomas P.; und weitere |
|---|---|
| Institution | Wisconsin Center for Education Research, Madison. |
| Titel | The Representation of Basic Addition and Subtraction Word Problems. |
| Quelle | (1985), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Addition; Educational Research; Elementary Education; Elementary School Mathematics; Grade 1; Grade 2; Mathematics Instruction; Problem Solving; Research Reports; Subtraction |
| Abstract | This study investigated children's representation of addition and subtraction problems with canonical and noncanonical number sentences, to see whether children would directly represent the structure of a problem if both types of sentences were available. Subjects were 22 first graders and 41 second graders randomly assigned either to a Canonical group or a Noncanonical group. Each group received two 30-minute periods of instruction on writing and solving number sentences and writing number sentences to represent word problems. The Noncanonical group was introduced to all six basic open sentence types, while the Canonical group was introduced only to the one for addition and the one for subtraction in which the unknown is to the right of the equals sign. Children were then given two 12-item tests, on one of which they were instructed to write a number sentence for the problem and to solve the problem; on the second test, they only had to write a number sentence for the problem. Results suggest that most first graders are limited to direct symbolic representations of word problems. Both first and second graders can learn to write noncanonical number sentences and use them to represent word problems. Implications for instruction are discussed. (MNS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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