Do First Graders Make Efficient Use of External Number Representations? The Case of the Twenty-Frame

Autor/inn/en	Obersteiner, Andreas; Reiss, Kristina; Ufer, Stefan; Luwel, Koen; Verschaffel, Lieven
Titel	Do First Graders Make Efficient Use of External Number Representations? The Case of the Twenty-Frame
Quelle	In: Cognition and Instruction, 32 (2014) 4, S.353-373 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2014.948681
Schlagwörter	Grade 1; Elementary School Students; Numbers; Number Concepts; Comparative Analysis; Reaction Time; Accuracy; Predictor Variables; Correlation; Arithmetic; Cognitive Processes; Foreign Countries; Computation; Spatial Ability; Visual Perception; Video Technology; Regression (Statistics); Germany + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Zahlenraum; Number concept; Zahlbegriff; Reaktionsvermögen; Prädiktor; Korrelation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive process; Kognitiver Prozess; Ausland; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Regression; Regressionsanalyse; Deutschland
Abstract	External number representations are commonly used throughout the first years of instruction. The twenty-frame is a grid that contains two rows of 10 dots each, and within each row, dots are organized in two groups of five. The assumption is that children can make use of these structures for enumerating the dots, rather than relying on one-by-one counting. We compared first-grade children's performance on two types of computerized enumeration tasks, in which between one and 20 dots were presented in random arrangements or on a twenty-frame. The number of dots was a strong predictor of response times and accuracy rates in the enumeration task with random arrangements but not in the twenty-frame task. Performance on the twenty-frame task was correlated with performance on a number and arithmetic test, even when other cognitive variables were statistically controlled. We discuss these findings in the light of theories on utilizing external representations to support numerical learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10