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dc.contributor.authorTzur, Ronen
dc.contributor.authorJohnson, Heather Lynnen
dc.contributor.authorNorton, Andersonen
dc.contributor.authorDavis, Alanen
dc.contributor.authorWang, Xinen
dc.contributor.authorFerrara, Michaelen
dc.contributor.authorHarrington, Codyen
dc.contributor.authorHodkowski, Nicola Mercedesen
dc.date.accessioned2021-04-27T14:36:52Zen
dc.date.available2021-04-27T14:36:52Zen
dc.date.issued2021-03-12en
dc.identifier.issn0737-0008en
dc.identifier.urihttp://hdl.handle.net/10919/103147en
dc.description.abstractWe 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.en
dc.description.sponsorshipColorado Multiple Institutional Review Board (COMIRB); US National Science FoundationNational Science Foundation (NSF) [1503206]en
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivs 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.titleChildren's Spontaneous Additive Strategy Relates to Multiplicative Reasoningen
dc.typeArticle - Refereeden
dc.contributor.departmentMathematicsen
dc.description.notesThis study was approved by the Colorado Multiple Institutional Review Board (COMIRB). We have no conflicts of interest to disclose. Our work was funded in part by the US National Science Foundation under grant #1503206. The opinions expressed do not necessarily reflect the views of the Foundation.en
dc.title.serialCognition and Instructionen
dc.identifier.doihttps://doi.org/10.1080/07370008.2021.1896521en
dc.type.dcmitypeTexten
dc.type.dcmitypeStillImageen
dc.identifier.eissn1532-690Xen


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Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International
License: Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International