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ERIC Number: ED221298
Record Type: RIE
Publication Date: 1982-Sep
Pages: 8
Abstractor: N/A
Reference Count: 0
First Graders Invent Arithmetic: Piaget's Theory Used in the Classroom.
Kamii, Constance
On the basis of implications drawn from Piagetian theory, an approach to first-grade arithmetic which eliminated instruction and used only two kinds of activities (situations in daily living and group games) was implemented in an experimental context. Situations in daily living and group games, in contrast to "mechanical" worksheet activities, involved logical, "active" thinking. Children in the experimental group did their arithmetic without pencils by thinking out loud; when given worksheets later as tests they had no difficulty representing their knowledge of sums on paper. Children in the experimental group were also found to be able to memorize sums slightly better by the end of first grade than children in a comparison group who were given traditional instruction with worksheets. To investigate children's ability to understand place value, a technique adapted from Kamii (1980, 1982) was devised. Results suggest that, since first graders are still constructing numbers with the operation of plus 1, it is impossible for them to simultaneously build a second level involving higher-order units of 10. (RH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Piagetian Theory; Place Value (Mathematics); Situational Method
Note: Filmed from best available copy. Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Athens, GA, October 23-25, 1982).