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Related Experiment Videos

Patterns of knowledge in children's addition.

Katherine H Canobi1, Robert A Reeve, Philippa E Pattison

  • 1Department of Psychology, University of Melbourne, Victoria, Australia. khc@unimelb.edu.au

Developmental Psychology
|May 23, 2003
PubMed
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This study explored how young children understand addition, finding distinct learning profiles. Understanding conceptual and procedural knowledge helps track children

Area of Science:

  • Cognitive Development
  • Mathematics Education
  • Child Psychology

Background:

  • Children's understanding of mathematical concepts develops through both conceptual and procedural knowledge.
  • Early mathematical development involves grasping addition principles, which can be represented in various ways.
  • Identifying distinct learning patterns is crucial for effective pedagogical strategies in early math education.

Purpose of the Study:

  • To examine the interplay between conceptual and procedural knowledge in addition among 5- to 8-year-old children.
  • To identify distinct profiles of procedural competence and their relationship with conceptual understanding.
  • To investigate how presentation formats (symbols, numbers, objects) influence children's grasp of addition concepts.

Main Methods:

Related Experiment Videos

  • Assessed conceptual knowledge by analyzing children's responses to reordered and decomposed addition problems.
  • Utilized abstract symbols, numbers, and physical objects to present mathematical problems.
  • Derived procedural competence profiles through analysis of problem-solving accuracy and strategy use in 80 children.

Main Results:

  • Children were more adept at recognizing reordered addends than decomposed addends.
  • Object-based representations facilitated the recognition of addend decomposition more effectively than symbolic ones.
  • Distinct procedural competence profiles emerged, associated with specific conceptual knowledge patterns but not directly with age.

Conclusions:

  • Children's conceptual and procedural knowledge of addition develops distinctly and is influenced by problem presentation.
  • Identifying specific profiles of knowledge is valuable for understanding the developmental trajectory of addition skills.
  • The findings underscore the importance of varied representations in teaching early mathematical concepts.