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Direct linkEbersbach, Mirjam; Van Dooren, Wim; Goudriaan, Margje N.; Verschaffel, Lieven – Mathematical Thinking and Learning: An International Journal, 2010
People often have difficulties in understanding situations that involve non-linear processes. Also, the topic of non-linear functions is introduced relatively late in the curriculum. Previous research has nevertheless shown that already children aged 6 years and older are able to discriminate non-linear from linear processes. Within the present…
Descriptors: Cognitive Processes, Mathematical Logic, Mathematical Concepts, Kindergarten
Van Dooren, Wim; De Bock, Dirk; Vleugels, Kim; Verschaffel, Lieven – Mathematical Thinking and Learning: An International Journal, 2010
Upper primary school children often routinely apply proportional methods to missing-value problems, even when it is inappropriate. We tested whether this tendency could be weakened if children were not required to produce computational answers to such problems. A total of 75 sixth graders were asked to classify 9 word problems of three types (3…
Descriptors: Mathematical Models, Classification, Word Problems (Mathematics), Grade 6
Torbeyns, Joke; De Smedt, Bert; Stassens, Nick; Ghesquiere, Pol; Verschaffel, Lieven – Mathematical Thinking and Learning: An International Journal, 2009
Subtraction problems of the type a - b = ? can be "flexibly" solved by various strategies, including the indirect addition strategy ("how much do I have to add to b to get at a?"). Little research has been done on the use of the indirect addition strategy with multi-digit numbers. The present literature review entails a summary of three recent and…
Descriptors: Elementary School Students, Young Adults, Subtraction, Learning Strategies
