Literaturnachweis - Detailanzeige
| Autor/in | Moser, James M. |
|---|---|
| Institution | Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling. |
| Titel | Young Children's Representation of Addition and Subtraction Problems. Theoretical Paper No. 74. Conceptual Paper No. 4. |
| Quelle | (1979), (45 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Addition; Componential Analysis; Concept Formation; Educational Research; Elementary Education; Elementary School Mathematics; Mathematical Concepts; Mathematical Models; Mathematics Instruction; Subtraction; Symbols (Mathematics) |
| Abstract | A discussion is presented concerning variables associated with children's representation of certain addition and subtraction problems. Problem components are classified as physical, pictorial, sensual, verbal-spoken, verbal-written, symbolic, or internal. Problems are discussed as abstract (symbolic) or nonsymbolic. Three problem components are identified and discussed: (1) measurable entities, (2) contextual relationships or actions on entities, and (3) characteristics of the missing number. The second component is further broken down into joining, separating, equalizing, part-part-whole, and comparison. Problem structure is also discussed. (MK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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