Mastery of the Basic Number Combination: Internalization of Relationships or Facts?

Autor/in	Baroody, Arthur J.
Institution	Rochester Univ., NY. Graduate School of Education and Human Development.
Titel	Mastery of the Basic Number Combination: Internalization of Relationships or Facts?
Quelle	(1984), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Arithmetic; Cognitive Processes; Elementary Education; Elementary School Mathematics; Learning Strategies; Learning Theories; Long Term Memory; Mathematics Education; Mathematics Instruction; Numbers + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive process; Kognitiver Prozess; Elementarunterricht; Elementare Mathematik; Schulmathematik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Langzeitgedächtnis; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Zahlenraum
Abstract	Accurate and automatic production of the basic number combinations is a major objective of elementary mathematics education. Typically, it is not an objective that is easily and quickly attained. Indeed, teachers regularly lament about how difficult it is to get their students to master the basic "number facts." This problem may be due, in part, to educators' misconceptions of how children learn basic number combinations and how number combinations are represented in adult long-term memory. This paper first outlines the historical debate on how number combinations are learned or internalized and then critically reviews the empirical evidence for and conceptual adequacy of current models of how number combinations are represented in and efficiently produced from long-term memory. An alternative view is offered that argues that, while adults may retrieve some number combinations from associative memory (a "reproductive" process), many combinations can be accurately and automatically produced from stored rules, algorithms, or principles (efficient "reconstructive" processes). (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC