Does the Acquisition of Mathematical Knowledge Make Students Better Problem Solvers? An Examination of Third Graders' Solutions of Division-with-Remainder (DWR) Problems.

Autor/inn/en	Guerrero, Lourdes; Rivera, Antonio
Titel	Does the Acquisition of Mathematical Knowledge Make Students Better Problem Solvers? An Examination of Third Graders' Solutions of Division-with-Remainder (DWR) Problems.
Quelle	(2001), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algorithms; Arithmetic; Computation; Concept Formation; Curriculum Design; Division; Elementary Education; Learning Processes; Mathematics Education + Suchen Sie Ihr Suchwort? Algorithm; Algorithmus; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Concept learning; Begriffsbildung; Lehrplangestaltung; Elementarunterricht; Learning process; Lernprozess; Mathematische Bildung
Abstract	Fourteen third graders were given numerical computation and division-with-remainder (DWR) problems both before and after they were taught the division algorithm in classrooms. Their solutions were examined. The results show that students' initial acquisition of the division algorithm did improve their performance in numerical division computations with small whole numbers but not in solving DWR problems. Students' acquisition of division algorithm led some of them to perceive a DRW problem as one that can be solved using division procedure. However, all of them retreated from their initial perception of division procedure to the execution of alternative procedures for solutions. The use of alternative procedures led these students to achieve similar success rate and treat a remainder in a similar way when solving DWR problems before and after learning division algorithm in classroom. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01