2011
DOI: 10.1007/s10649-011-9334-1
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Procedural and conceptual changes in young children’s problem solving

Abstract: This study analysed the different types of arithmetic knowledge that young children utilise when solving a multiple-step addition task. The focus of the research was on the procedural and conceptual changes that occur as children develop their overall problem solving approach. Combining qualitative case study with a micro-genetic approach, clinical interviews were conducted with ten 5-6-year-old children. The aim was to document how children combine knowledge of addition facts, calculation procedures and arith… Show more

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Cited by 13 publications
(2 citation statements)
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“…Matemaatikapädevuse dimensioonid (Johanson et al, 2021) Højsted, 2021;Jones, 2000;Leung, 2015). Ilma mate maatiliste protseduurideta ei saa matemaatikast rääkida ning siin on küsi museks pigem protseduuriliste ja kontseptuaalsete teadmiste vahekord (nt Haapasalo & Kadijevich, 2000;Voutsina, 2012). Esituspädevuse kohta on välja selgitatud, et erinevate matemaatiliste esituste kombineerimine aitab õpilastel luua parema ja laialdasema arusaama matemaatilistest üksustest (nt Ainsworth et al, 1997;Elia et al, 2007) ning oskus luua matemaatilisi esitusi on võtmetegur mate maatiliste probleemide lahendamisel (Stylianou, 2011).…”
Section: Teoreetiline Taustunclassified
“…Matemaatikapädevuse dimensioonid (Johanson et al, 2021) Højsted, 2021;Jones, 2000;Leung, 2015). Ilma mate maatiliste protseduurideta ei saa matemaatikast rääkida ning siin on küsi museks pigem protseduuriliste ja kontseptuaalsete teadmiste vahekord (nt Haapasalo & Kadijevich, 2000;Voutsina, 2012). Esituspädevuse kohta on välja selgitatud, et erinevate matemaatiliste esituste kombineerimine aitab õpilastel luua parema ja laialdasema arusaama matemaatilistest üksustest (nt Ainsworth et al, 1997;Elia et al, 2007) ning oskus luua matemaatilisi esitusi on võtmetegur mate maatiliste probleemide lahendamisel (Stylianou, 2011).…”
Section: Teoreetiline Taustunclassified
“…However, unlike the six levels of the cognitive scale, the four categories in the knowledge taxonomy are not hierarchical (Blumberg, 2009). Later, several authors used this taxonomy or close versions of it separately from the original scale in the cognitive domain for analysing teaching and learning subjects such as mathematics (Voutsina, 2012), science (Leppavirta et al, 2011) and technology (McCormick, 1997(McCormick, , 2004. Let us closely examine the definitions of the four categories in the knowledge taxonomy and how they apply to teaching engineering and technology.…”
Section: The Knowledge Dimensionmentioning
confidence: 99%