Concept-procedure interactions in children's addition and subtraction.
A 3-week problem-solving practice phase was used to investigate concept-procedure interactions in children's addition and subtraction. A total of 72 7- and 8-year-olds completed a pretest and posttest in which their accuracy and procedures on randomly ordered problems were recorded along with their...
| Publicado en: | Journal of Experimental Child Psychology Vol. 102; no. 2; pp. 131 - 150 |
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| Formato: | Artículo |
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Academic Press Inc.
February 2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508040281&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508040281 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00220965 JEX jtl: Journal of Experimental Child Psychology issn: 00220965 maglogo: N pubinfo: dt: February 2009 vid: 102 iid: 2 pid: 735 pub: Academic Press Inc. artinfo: ui: 508040281 10.1016/j.jecp.2008.07.008 ppf: 131 ppct: 19 formats: tig: atl: Concept-procedure interactions in children's addition and subtraction. aug: au: Canobi, Katherine H. su: Concept learning Cognitive development Mathematics Problem solving sug: subj: Concept learning Cognitive development Mathematics Problem solving ab: A 3-week problem-solving practice phase was used to investigate concept-procedure interactions in children's addition and subtraction. A total of 72 7- and 8-year-olds completed a pretest and posttest in which their accuracy and procedures on randomly ordered problems were recorded along with their reports of using concept-based relations in problem solving and their conceptual explanations. The results revealed that conceptual sequencing of practice problems enhances children's ability to extend their procedural learning to new unpracticed problems. They also showed that well-structured procedural practice leads to improvement in children's ability to verbalize key concepts. Moreover, children's conceptual advances were predicted by their initial procedural skills. These results support an iterative account of the development of basic concepts and key skills in children's addition and subtraction. Copyright (c) 2008 Elsevier Inc. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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