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tandfonline.com – Children’s Spontaneous Additive Strategy Relates to Multiplicative Reasoning

Posted on by Troels Gannerup Christensen - Læst 13 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract We examine a hypothesis implied by Steffe’s constructivist model of children’s numerical reasoning: a child’s spontaneous additive strategy may relate to a foundational form of multiplicative reasoning, termed multiplicative double counting (mDC). To this end, we mix quantitative and qualitative analyses of 31 fourth graders’ responses during clinical, task-based interviews. All participants spontaneously used one of three additive strategies—counting-on, doubling, or break-apart-make-ten (BAMT)—to correctly solve an addition word problem (8 + 7). We found between-group differences, with asymmetric association of those ordinal variables. We found counting-on to be mainly related to premultiplicative reasoning and BAMT to mDC reasoning. We discuss the theoretical significance and implications of this corroboration of Steffe’s model. Link til kilde

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tandfonline.com – “My friends are there”: Constructions of schooling of children of Filipino immigrants in South Australia‡‡ The research reported in this paper relates to the broader issue of migrant schooling experiences of children in South Australia.View all notes

Posted on by Troels Gannerup Christensen - Læst 29 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This article provides insights into children’s perspectives on schooling experiences following immigration. Albeit focusing on a small cohort of children, the theory and methodology in the article could well be applied to children of immigrants from other cultures. In exploring the primary school experiences of children of Filipino immigrants in South Australia, symbolic interactionism as frame of analysis and in-depth interviews as research method have been utilised. This study shows that children constructed perspectives on the school environment, academic work and interaction with peers and teachers. Symbolic interactionism asserts that children defined their situations, took perspectives and adjusted their behaviour in line with that of others. This paper argues that children’s perspectives were informed by socialisation to prior… Continue Reading →