What Is to Be Learnt? Critical Aspects of Elementary Arithmetic Skills

Autor/inn/en	Björklund, Camilla; Marton, Ference; Kullberg, Angelika
Titel	What Is to Be Learnt? Critical Aspects of Elementary Arithmetic Skills
Quelle	In: Educational Studies in Mathematics, 107 (2021) 2, S.261-284 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Björklund, Camilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10045-0
Schlagwörter	Elementary School Mathematics; Arithmetic; Mathematics Skills; Skill Development + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	In this paper, we present a way of describing variation in young children's learning of elementary arithmetic within the number range 1-10. Our aim is to reveal what is to be learnt and how it might be learnt by means of discerning particular aspects of numbers. The Variation theory of learning informs the analysis of 2184 observations of 4- to 7-year-olds solving arithmetic tasks, placing the focus on what constitutes the ways of experiencing numbers that were observed among these children. The aspects found to be necessary to discern in order to develop powerful arithmetic skills were as follows: modes of number representations, ordinality, cardinality, and part-whole relation (the latter has four subcategories: differentiating parts and whole, decomposing numbers, commutativity, and inverse relationship between addition and subtraction). In the paper, we discuss particularly how the discernment of the aspects opens up for more powerful ways of perceiving numbers. Our way of describing arithmetic skills, in terms of discerned aspects of numbers, makes it possible to explain why children cannot use certain strategies and how they learn to solve tasks they could not previously solve, which has significant implications for the teaching of elementary arithmetic. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01