Giving Change When Payment Is Made with a Dime: The Difficulty of Tens and Ones

Autor/inn/en	Chandler, Cynthia C.; Kamii, Constance
Titel	Giving Change When Payment Is Made with a Dime: The Difficulty of Tens and Ones
Quelle	In: Journal for Research in Mathematics Education, 40 (2009) 2, S.97-118 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Problem Solving; Arithmetic; Number Concepts; Children; Age Differences; Cognitive Development; Grade 1; Grade 2; Constructivism (Learning); Mathematics Instruction; Mathematics Education + Suchen Sie Ihr Suchwort? Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Number concept; Zahlbegriff; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; Kognitive Entwicklung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mathematics lessons; Mathematikunterricht; Mathematische Bildung
Abstract	The purpose of this study was to investigate children's construction of 10s out of the 1s they have already constructed. It was found that, for many younger children, a dime was something different from 10 pennies even though they could say with confidence that a dime was worth 10 cents. As the children grew older, their performance improved. (Contains 8 tables and 4 figures.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10