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Related Experiment Videos

Children and arithmetic

P Bryant1

  • 1Department of Experimental Psychology, University of Oxford, U.K.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|January 1, 1995
PubMed
Summary
This summary is machine-generated.

Children grasp one-way part-part relations easily but struggle with the number system initially. Relational understanding aids simple addition/subtraction but part-whole problems remain difficult, despite informal learning benefits.

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Area of Science:

  • Cognitive Development
  • Mathematics Education

Background:

  • Children's mathematical understanding develops progressively.
  • Early number system acquisition presents challenges.

Purpose of the Study:

  • To describe the development of children's understanding of mathematical relations.
  • To explore children's grasp of the number system.
  • To examine the impact of context on mathematical learning.

Main Methods:

  • Literature review on children's mathematical cognition.
  • Analysis of studies on number system development.
  • Examination of relational understanding in problem-solving.

Main Results:

  • Children easily understand one-way part-part relations.

Related Experiment Videos

  • The number system initially poses difficulties for children.
  • Relational understanding supports basic addition/subtraction and proportional judgments in part-part contexts.
  • Part-whole relation problems are particularly challenging.
  • Informal learning contexts foster significant mathematical aptitudes.

    • Conclusions:

    • Children's mathematical development involves distinct stages of understanding relations and number systems.
    • Targeted interventions may be needed for part-whole reasoning.
    • Informal learning environments play a crucial role in mathematical skill acquisition.