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Young children's representations and strategies for addition
1School of Learning and Development, Faculty of Education, Queensland University of Technology, Australia.
The British Journal of Educational Psychology
|June 1, 1994
Summary
Children
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Mathematics Education
Background:
- Addition strategies are crucial for mathematical development.
- Understanding children's cognitive processes in early mathematics is essential.
- Curriculum demands may influence teaching practices and student learning.
Purpose of the Study:
- To investigate the representations and strategies children use for addition.
- To identify the developmental sequence of addition strategies.
- To examine the relationship between teaching practices and cognitive load.
Main Methods:
- A study involving 55 children in years 1-3 from three Brisbane schools.
- Children were presented with symbolic addition problems and asked to explain their solution methods.
- Teacher interviews were conducted to ascertain introduced representations.
Main Results:
- A developmental progression was observed: from using objects, to counting, to mental calculations.
- Children's strategy choices reflect a developmental sequence.
- Cognitive load associated with certain procedures was highlighted.
Conclusions:
- Early mathematics education should consider the cognitive load of introduced strategies.
- Teachers' awareness of cognitive demands is crucial when implementing curriculum recommendations.
- Developmental sequencing of addition strategies impacts learning and potential difficulties.