The micro-development of young children's problem solving strategies when tackling addition tasks
The aim of this study was to determine the pathway of changes that occur in the problem solving strategies of 5-6 year old children when they are engaged in solving a specific form of addition task. Karmiloff-Smith's model of Representational Redescription (RR) suggests that higher conceptualis...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
2001.
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| Subjects: | |
| Online Access: | Get fulltext |
| LEADER | 00875 am a22001333u 4500 | ||
|---|---|---|---|
| 001 | 18655 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Voutsina, Chronoula |e author |
| 700 | 1 | 0 | |a Jones, Keith |e author |
| 245 | 0 | 0 | |a The micro-development of young children's problem solving strategies when tackling addition tasks |
| 260 | |c 2001. | ||
| 856 | |z Get fulltext |u https://eprints.soton.ac.uk/18655/1/18655.pdf | ||
| 520 | |a The aim of this study was to determine the pathway of changes that occur in the problem solving strategies of 5-6 year old children when they are engaged in solving a specific form of addition task. Karmiloff-Smith's model of Representational Redescription (RR) suggests that higher conceptualisation and control of the employed strategy develops both before and after the achievement of an efficient solution. This paper presents evidence that tends to support this hypothesis. | ||
| 655 | 7 | |a Article | |