Kindergarten Mathematics with "Pepe the Rabbit": How Kindergartners Use Auxiliary Means to Solve Problems

Autor/in	Skoumpourdi, Chrysanthi
Titel	Kindergarten Mathematics with "Pepe the Rabbit": How Kindergartners Use Auxiliary Means to Solve Problems
Quelle	In: European Early Childhood Education Research Journal, 18 (2010) 3, S.149-157 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
Schlagwörter	Mathematics Instruction; Problem Solving; Arithmetic; Learning Strategies; Teaching Methods; Manipulative Materials; Number Concepts; Number Systems; Kindergarten; Mathematical Formulas + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Hilfsmittel; Number concept; Zahlbegriff; Number system; Zahlensystem; Mathematische Formel
Abstract	The aim of this paper is to investigate the role that auxiliary means (manipulatives such as cubes and representations such as number line) play for kindergartners in working out mathematical tasks. Our assumption was that manipulatives such as cubes would be used by kindergartners easily and successfully whereas the number line would be used by kindergartners rarely and usually unsuccessfully. Through analysis of the 20 children's (5-years-old) answers which concerned the number sequence as well as simple addition and subtraction problems it appears that although the children mostly used cubes they did not always use them systematically or successfully. The effective use of the number line was limited to defining the number sequence. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10