Children's Spontaneous Additive Strategy Relates to Multiplicative Reasoning
dc.contributor.author | Tzur, Ron | en |
dc.contributor.author | Johnson, Heather Lynn | en |
dc.contributor.author | Norton, Anderson | en |
dc.contributor.author | Davis, Alan | en |
dc.contributor.author | Wang, Xin | en |
dc.contributor.author | Ferrara, Michael | en |
dc.contributor.author | Harrington, Cody | en |
dc.contributor.author | Hodkowski, Nicola Mercedes | en |
dc.contributor.department | Mathematics | en |
dc.date.accessioned | 2021-04-27T14:36:52Z | en |
dc.date.available | 2021-04-27T14:36:52Z | en |
dc.date.issued | 2021-03-12 | en |
dc.description.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. | en |
dc.description.notes | This 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.description.sponsorship | Colorado Multiple Institutional Review Board (COMIRB); US National Science FoundationNational Science Foundation (NSF) [1503206] | en |
dc.format.mimetype | application/pdf | en |
dc.identifier.doi | https://doi.org/10.1080/07370008.2021.1896521 | en |
dc.identifier.eissn | 1532-690X | en |
dc.identifier.issn | 0737-0008 | en |
dc.identifier.uri | http://hdl.handle.net/10919/103147 | en |
dc.language.iso | en | en |
dc.rights | Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International | en |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | en |
dc.title | Children's Spontaneous Additive Strategy Relates to Multiplicative Reasoning | en |
dc.title.serial | Cognition and Instruction | en |
dc.type | Article - Refereed | en |
dc.type.dcmitype | Text | en |
dc.type.dcmitype | StillImage | en |
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