ERIC Number: EJ736394
Record Type: Journal
Publication Date: 2006
Pages: 19
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Counting-On, Trading and Partitioning: Effects of Training and Prior Knowledge on Performance on Base-10 Tasks
Saxton, Matthew; Cakir, Kadir
Child Development, v77 n3 p767-785 May-Jun 2006
Factors affecting performance on base-10 tasks were investigated in a series of four studies with a total of 453 children aged 5-7 years. Training in counting-on was found to enhance child performance on base-10 tasks (Studies 2, 3, and 4), while prior knowledge of counting-on (Study 1), trading (Studies 1 and 3), and partitioning (Studies 1 and 4) were associated with enhanced base-10 performance. It emerged that procedural knowledge of counting-on, trading, and partitioning can lead to improvements in procedural knowledge of the base-10 system. The findings lend support to the model of iterative development of conceptual and procedural knowledge advanced by Rittle-Johnson et al. (2001).
Descriptors: Prior Learning, Performance Factors, Child Development, Young Children, Arithmetic, Cognitive Development, Mathematics Skills, Knowledge Level, Elementary School Mathematics
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A