Intermediate Participatory Stages as Zone of Proximal Development Correlate in Constructing Counting-On: A Plausible Conceptual Source for Children's Transitory "Regress" to Counting-All

Autor/inn/en	Tzur, Ron; Lambert, Matthew Allen
Titel	Intermediate Participatory Stages as Zone of Proximal Development Correlate in Constructing Counting-On: A Plausible Conceptual Source for Children's Transitory "Regress" to Counting-All
Quelle	In: Journal for Research in Mathematics Education, 42 (2011) 5, S.418-450 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Constructivism (Learning); Arithmetic; Qualitative Research; Statistical Analysis; Grade 1; Elementary School Mathematics; Mathematics Skills; Interviews; Developmental Stages; Prompting; Social Influences; Cultural Influences; Models; Learning Theories; Student Participation; Intervention; Teaching Methods + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Qualitative Forschung; Statistische Analyse; School year 01; 1. Schuljahr; Schuljahr 01; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interviewing; Interviewtechnik; Benutzerführung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Analogiemodell; Learning theory; Lerntheorie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Quantitative and qualitative analyses of 37 first-graders' solutions to addition problems were conducted to re-examine inconsistencies in children's progress from counting-all to counting-on. The authors applied the constructivist's participatory-anticipatory stage distinction as a tool for fine-grained assessment. Among solutions given by case-representing children during 20-minute clinical interviews, the authors distinguish both stages within each of 2 known schemes that constitute counting-on, "Anticipating Start From" and "Anticipating Stop At" (with double counting). The prompt-dependent, Zone of Proximal Development-correlated participatory stage provides a lens for explaining children's regress to counting-all and concurrent use of various solution strategies. The study advances a novel, theoretical coordination among 3 frameworks: constructivist scheme theory with a focus on the notion of prompt, Vygotsky's sociocultural approach, and Siegler's Overlapping Waves Model, and provides a corresponding, threefold stance on mathematical tasks. (Contains 4 tables, 2 figures and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10