Young Children's Ability to Use the Balance Strategy to Solve for Unknowns

Autor/inn/en	Warren, Elizabeth; Cooper, Tom J.
Titel	Young Children's Ability to Use the Balance Strategy to Solve for Unknowns
Quelle	In: Mathematics Education Research Journal, 17 (2005) 1, S.58-72 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
Schlagwörter	Young Children; Grade 3; Elementary School Students; Nonverbal Ability; Problem Solving; Mathematical Models; Experiments; Equations (Mathematics); Interviews; Mathematics Instruction; Arithmetic; Algebra; Thinking Skills; Concept Formation; Abstract Reasoning; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Frühe Kindheit; School year 03; 3. Schuljahr; Schuljahr 03; Problemlösen; Mathematical model; Mathematisches Modell; Erprobung; Equations; Mathematics; Gleichungslehre; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Denkfähigkeit; Concept learning; Begriffsbildung; Abstraktes Denken; Denken; Ausland; Australien
Abstract	This article examines students' ability to use the balance model to solve for unknowns. A teaching experiment was conducted in four Year 3 classrooms. This experiment focused on exploring the application of the balance model as an analogue for representing equations and solving for unknowns. The teaching experiment promoted a shift by students towards viewing addition and subtraction equations in terms of equivalence, where the situation is viewed in a multi-directional way (i.e., balance). Initially the lessons were trialed by the researchers in two classrooms. The lessons were then implemented in a further two classrooms by two classroom teachers in conjunction with the researchers. Two weeks after the conclusion of the teaching experiment, a one-on-one interview was conducted with a random sample comprising twenty students with an average age of eight years. The interviews indicated that while the balance model did assist students reach solutions for finding unknowns, for some students further explicit teaching was required. (Contains 4 figures and 4 tables.) (Author).
Anmerkungen	Mathematics Education Research Group of Australasia. MERGA-GPO Box 2747, Adelaide, South Australia 5001, Australia. Web Site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10