Literaturnachweis - Detailanzeige
| Autor/in | Cheng, Zi-Juan |
|---|---|
| Titel | Teaching Young Children Decomposition Strategies to Solve Addition Problems: An Experimental Study |
| Quelle | In: Journal of Mathematical Behavior, 31 (2012) 1, S.29-47 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0732-3123 |
| DOI | 10.1016/j.jmathb.2011.09.002 |
| Schlagwörter | Arithmetic; Young Children; Addition; Child Development; Computation; Numbers; Problem Solving; Teaching Methods |
| Abstract | The ability to count has traditionally been considered an important milestone in children's development of number sense. However, using counting (e.g., counting on, counting all) strategies to solve addition problems is not the best way for children to achieve their full mathematical potential and to prepare them to develop more complex and advanced computational skills. In this experimental study, we demonstrated that it was possible to teach children aged 5-6 to use decomposition strategy and thus reduced their reliance on counting to solve addition problems. The study further showed that children' ability to adopt efficient strategies was related to their systematic knowledge of the part-part-whole relationship of the numbers 1-10. (Contains 5 tables and 5 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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