Children's Additive Concepts: Promoting Understanding and the Role of Inhibition

Autor/inn/en	Robinson, Katherine M.; Dube, Adam K.
Titel	Children's Additive Concepts: Promoting Understanding and the Role of Inhibition
Quelle	In: Learning and Individual Differences, 23 (2013), S.101-107 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.07.016
Schlagwörter	Mathematical Concepts; Addition; Subtraction; Inhibition; Computation; Problem Solving; Grade 3; Grade 4; Grade 5; Elementary School Students; Problem Sets + Suchen Sie Ihr Suchwort? Subtraktion; Hemmung; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Problemstellung
Abstract	This study investigated the promotion of children's understanding and acquisition of arithmetic concepts and the effects of inhibitory skills. Children in Grades 3, 4, and 5 solved two sets of three-term addition and subtraction problems (e.g., 3 + 24 - 24, 3 + 24 - 22) and completed an inhibition task. Half of the participants received a demonstration of conceptually-based shortcuts between problem sets. All participants increased their use of the inversion shortcut (stating that the answer to a problem of the form a + b - b was the first number without any calculations) across a problem set but only the participants who received the demonstration increased their associativity shortcut use (subtracting first and then adding on a problem of the form a + b - c), particularly if they evaluated the shortcut as being better than a traditional left-to-right computational algorithm (adding then subtracting). Four clusters of participants using varying degrees of conceptually-based shortcuts were identified. Participants with weak inhibition skills were more likely to use a strategy that mixed conceptual knowledge and a computational algorithm suggesting that although they had conceptual knowledge, they had difficulties inhibiting a well-learned computational algorithm. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10