Counting on Using a Number Game

Autor/in	Betts, Paul
Titel	Counting on Using a Number Game
Quelle	In: Teaching Children Mathematics, 21 (2015) 7, S.430-436 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Computation; Mathematics Skills; Mathematics Instruction; Arithmetic; Teaching Methods; Educational Games; Mathematical Concepts; Concept Formation; Elementary School Mathematics; Skill Development + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Concept learning; Begriffsbildung; Elementare Mathematik; Schulmathematik; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Counting all and counting on are distinct counting strategies that can be used to compute such quantities as the total number of objects in two sets (Wright, Martland, and Stafford 2010). Given five objects and three more objects, for example, children who use counting all to determine quantity will count both collections; that is, they count (starting with one set): "One, two, three, four, five" [move to other set of objects] "six, seven, eight." (Starting with the larger or smaller set does not matter.) Children who count on do not need to count both collections; that is, given knowledge that one set has five objects, they count on the second collection, "six, seven, eight," to determine the total number of objects (or they start with the smaller set and count on the larger set). A child who relies on counting all uses the objects in each set to determine the total quantity. Children who can use counting on do not rely on physical objects, because they are using the counting sequence (which number name comes next in the sequence) to determine total quantity (Wright, Martland, and Stafford 2010). To count on, given the quantity of the first set, a child could use one of several strategies to keep track of the second set (e.g., fingers, verbalization cues, head bobbing). This article considers how to help children who persistently use the counting all strategy for adding quantities, despite reform-based interventions intended to shift them to using counting on. A number board game with a special rule for moving a token seems to help these children take up counting on as a strategy within various numerical contexts. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01