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The Parts and Wholes of Arithmetic Story Problems: Developing Knowledge in the Preschool Years.
Peer reviewed Peer reviewed
Sophian, Catherine; Vong, Keang I. – Cognition and Instruction, 1995
Compared children's performance on initial-unknown and final-unknown problems involving the addition or subtraction of a single item. Found that although 4-year olds responded in a directionally appropriate way to the final-unknown problems but not to the corresponding initial-unknown ones, 5-year olds were able to respond appropriately to both.…
Descriptors: Age Differences, Arithmetic, Cognitive Development, Early Childhood Education
Part-Whole Knowledge and Early Arithmetic Problem Solving.
Peer reviewed Peer reviewed
Sophian, Catherine; McCorgray, Patricia – Cognition and Instruction, 1994
Two experiments examined the development of children's understanding of part-whole relations. Found that five- and six-year olds evidenced understanding of part-whole relations, but four-year olds did not. Results support the conclusion that an understanding of the relationship between a superordinate set and the basic-level sets that comprise it…
Descriptors: Age Differences, Cognitive Development, Developmental Stages, Mathematical Concepts
Modeling Children's Understanding of Quantitative Relations in Texts: A Developmental Perspective.
Peer reviewed Peer reviewed
Okamoto, Yukari – Cognition and Instruction, 1996
Tested three models of children's mathematics word-problem solving based on developmental differences in quantitative conceptual structures: (1) quantitative relations represented as ordered array of mental objects; (2) numbers represented on two tentatively coordinated mental number lines; and (3) numerical operations represented as objects on…
Descriptors: Age Differences, Children, Cluster Analysis, Cognitive Development
Emergent Understanding and Attribution of Randomness: Comparative Analysis of the Reasoning of Primary Grade Children and Undergraduates.
Peer reviewed Peer reviewed
Metz, Kathleen E. – Cognition and Instruction, 1998
Compared kindergartners', third graders', and undergraduates' understanding and attribution of randomness. Found that kindergartners' interpretations were deterministic or outside the determinancy-indeterminancy frame. Most third graders had some grasp of randomness; their interpretations were less dominated by false attribution of determinism…
Descriptors: Age Differences, Attribution Theory, Cognitive Development, Comparative Analysis
Primary-Grade Students' Knowledge and Thinking about the Supply of Utilities (Water, Heat, and Light) to Modern Homes.
Peer reviewed Peer reviewed
Brophy, Jere; Alleman, Janet – Cognition and Instruction, 2003
This interview study gathered information about the prior knowledge and thinking of kindergarten to third- graders regarding the supply of water, heat, and light to modern homes. Findings indicated that students possessed only limited and spotty knowledge about utilities in modern homes. Within general trends, there was evidence of growth in…
Descriptors: Academic Achievement, Age Differences, Cognitive Development, Comparative Analysis
The Development of Procedural and Conceptual Knowledge in Computational Estimation.
Peer reviewed Peer reviewed
LeFevre, Jo-Anne; And Others – Cognition and Instruction, 1993
Fourth, sixth, and eighth graders and adults estimated answers to multiplication problems and explained their estimation procedures. Found performance improved with age, and sixth graders understood the simplification principle in estimation. The most striking developmental changes were in conceptual knowledge used for estimating. Proposes a…
Descriptors: Adults, Age Differences, Arithmetic, Cognitive Development