An Analysis of the Effects of the Use of Manipulatives and Problem "Chunking" on First Grade Children's Addition and Subtraction Problem Solving Modeling and Accuracy.

Autor/inn/en	Shores, Jay H.; Underhill, Robert G.
Titel	An Analysis of the Effects of the Use of Manipulatives and Problem "Chunking" on First Grade Children's Addition and Subtraction Problem Solving Modeling and Accuracy.
Quelle	(1977), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Addition; Curriculum; Educational Research; Elementary Education; Elementary School Mathematics; Instruction; Manipulative Materials; Mathematics Education; Number Concepts; Problem Solving; Subtraction + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Elementare Mathematik; Schulmathematik; Teaching process; Unterrichtsprozess; Hilfsmittel; Mathematische Bildung; Number concept; Zahlbegriff; Problemlösen; Subtraktion
Abstract	To ascertain if children's use of manipulatives and/or the teacher's presentation of the problem in parts (chunking) affect children's ability to model and/or solve addition and/or subtraction problems, 146 first-grade subjects were administered the Houston Addition and Subtraction Problem-Solving Test which provided accuracy and modeling scores for two addition and three subtraction problem types. The test was presented in holistic (not chunked) and parsimonious (chunked) forms. Results indicated that chunking significantly affects children's ability to solve nontransformational addition problems. The interaction of chunking and modeling significantly improved the subjects' ability to solve take-away subtraction problems. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01