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Different Ways Children Learn to Add and Subtract

出版	National Council of Teachers of Mathematics, 1987
主題	Education / Teaching / Subjects / Mathematics
ISBN	08735324229780873532426
URL	http://books.google.com.hk/books?id=bglMAAAAYAAJ&hl=&source=gbs_api

註釋This monograph summarises the findings from five related studies carried out in Sandy Bay, Tasmania, in 1979-80. The overall purpose of the studies was to examine whether children in Years 1-3 who differed in cognitive capacity learned to add and subtract in different ways. The first study was a cross- sectional survey designed to determine the memory capacity of a population of children. The second study was designed to portray performance differences on a variety of mathematically related developmental tasks for the same population of children. Data from these two studies were used to form groups of children who different in cognitive capacity. Six groups were formed via cluster analysis, with memory capacity being the primary distinguishing characteristic. The third, fourth, and fifth studies each used a sample of students from the six cluster groups across grades. The third study examined both the performance and the strategies these children used to solve a structured set of addition and subtraction word problems. The fourth study involved repeated assessment of the children's performance on items measuring objectives related to addition and subtraction. In the last study these children and their teachers were observed during classroom instruction in mathematics to see how addition and subtraction were taught and whether or not instruction was related to the children's cognitive capacity. The results show that children's differences in capacity were reflected in their performance on both verbal and standard problems and in the strategies they used to solve problems.