An Investigation of the Learning of Addition and Subtraction.

Autor/inn/en	Carpenter, Thomas P.; Moser, James M.
Institution	Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Titel	An Investigation of the Learning of Addition and Subtraction.
Quelle	(1979), (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Addition; Elementary Education; Elementary School Mathematics; Grade 1; Learning; Longitudinal Studies; Mathematics Curriculum; Mathematics Instruction; Problem Sets; Problem Solving; Problems; Subtraction + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics lessons; Mathematikunterricht; Problemstellung; Problemlösen; Problemsituation; Subtraktion
Abstract	This paper describes the research program of the Mathematics Work Group of the Wisconsin Research and Development Center for Individualized Schooling. The major interest is in the development of children's abilities to solve verbal addition and subtraction problems and particularly in the processes and strategies used by children. Three factors are considered: (1) problem structure, (2) student characteristics, and (3) the nature of instruction. An analysis of verbal problems is presented. This analysis includes a discussion of various types of problem entities: discrete sets, continuous attributes, and actions or transformations. Problem structure is also analyzed along three dimensions: action vs. static relationships, set inclusion, and order (larger vs. smaller). Examples of various problem types are given. Results from the first year of an ongoing (1978-1981) longitudinal study of primary age students are included. These results are mainly gathered from individual problem-solving interviews with about 150 subjects. Various strategies employed and their change over time are examined. The paper concludes with a discussion of the implications of the research, both present and contemplated, for instruction. (Author/MK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC