A Longitudinal Study of the Development of Mathematics Strategies and Underlying Counting Schemes

Autor/inn/en	Biddlecomb, Barry; Carr, Martha
Titel	A Longitudinal Study of the Development of Mathematics Strategies and Underlying Counting Schemes
Quelle	In: International Journal of Science and Mathematics Education, 9 (2011) 1, S.1-24 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-010-9202-y
Schlagwörter	Grade 4; Grade 3; Grade 2; Arithmetic; Educational Strategies; Teaching Models; Problem Solving; Factor Analysis; Computation; Learning Strategies; Mathematics Education; Longitudinal Studies + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lehrstrategie; Lehrmodell; Problemlösen; Faktorenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematische Bildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children's arithmetic supported Steffe's model of numerical development. In addition to student-generated strategies, we looked at commonly taught algorithms not considered in Steffe's model to determine whether these algorithms reflected underlying schemes. 206 children were assessed on their strategy use while solving arithmetic problems in the second grade, the third grade and again in the fourth grade. Factor analyses indicated some support for Steffe's model, but there were exceptions. Not all children progressed in their number knowledge and strategies as a function of schooling and schooling appeared to affect the types of strategies children use independent of underlying schemes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10