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Peer reviewedPike, Ruth; Olson, David R. – Child Development, 1977
Developmental changes in 5- to 7-year-old children's mental representation of addition and subtraction events were examined by means of the response times required to answer more or less questions. (Author/JMB)
Descriptors: Addition, Age Differences, Cognitive Processes, Concept Formation
Peer reviewedFuson, Karen C.; And Others – Cognition and Instruction, 1996
Analyzed conceptual and linguistic complexities of matching situation word problems. Found a four-level progression in conceptualizing and solving these problems: Relational ("who had more/less" but not "how much more/less"); Language Cue (equalizing or compare language); Understand Matching Situations (difference between two…
Descriptors: Addition, Cognitive Processes, Concept Formation, Elementary School Students
Peer reviewedHasegawa, Junichi – For the Learning of Mathematics, 2002
Discusses a class on subtraction or difference-finding, problems such as "There are eight white flowers and five red flowers, how many more white flowers are there than red flowers?" used in the teaching of Japanese first grade children. Describes three instances of introductory teaching of "difference-finding" problems in the…
Descriptors: Arithmetic, Cognitive Processes, Concept Formation, Elementary Education
Download full textYoung-Loveridge, Jenny – Teachers and Curriculum, 2005
This paper looks at the issue of mathematics learning from a developmental perspective. It begins by focusing on the importance for teachers of understanding how mathematical thinking develops. The New Zealand Number Framework is used as an example of a developmental progression that is of particular relevance to the teaching of mathematics. The…
Descriptors: Mathematics Instruction, Foreign Countries, Numeracy, Interviews
Peer reviewedCarey, Deborah A. – Journal for Research in Mathematics Education, 1991
A study asked 24 first grade children from 3 different classes to write number sentences and select appropriate alternative number sentences for addition and subtraction word problems. Results indicated that children could be characterized into five clusters according to their flexibility in accepting alternative number sentences and that…
Descriptors: Addition, Arithmetic, Cognitive Development, Cognitive Processes
Peer reviewedHiebert, James; Wearne, Diana – Journal for Research in Mathematics Education, 1992
Investigates issues of conceptual understanding in teaching and learning mathematics provided conceptually based instruction on place value and two-digit addition and subtraction without regrouping in four first grade classrooms. Conventional textbook-based instruction was provided in two first grade classrooms. Experimental-group students scored…
Descriptors: Addition, Cognitive Development, Cognitive Processes, Concept Formation
Suydam, Marilyn N., Ed.; Kasten, Margaret L., Ed. – 1983
This issue contains abstracts and critical comments of 10 articles. Studies included focus on sex differences in mathematical learning, intuitive functional concepts, multiple embodiments of place value concepts, instructional activities of high and low achievers, effective management at the beginning of the school year, cross-age peer tutoring,…
Descriptors: Cognitive Processes, Concept Formation, Cross Cultural Studies, Educational Research
