NotesFAQContact Us
Search Tips
ERIC Number: ED099204
Record Type: Non-Journal
Publication Date: 1973
Pages: 108
Abstractor: N/A
Reference Count: N/A
A Study of the Relationship Between Piagetian Class Inclusion Tasks and the Ability of First Grade Children to Do Missing Addend Computation and Verbal Problems.
Howlett, Kenneth Donn
The problem was to determine the relationship between performance on Piagetian class inclusion tasks and on missing-addend computation and verbal problem tasks for first-Grade students, and to describe the methods used by the children in solving both the missing-addend and the verbal problem tasks. From 168 first-grade students who received a perfect score on a twelve-item addition fact test, 130 were randomly selected, given an individually administered class inclusion test, and classified as being in stage I, II, or III. The 61 stage I and 54 stage III children then participated in the study. They were given investigator-constructed missing-addend computation and verbal problem tests; twelve students from each of the stages were randomly selected and individually interviewed to solicit the methods used to solve the examples. Univariate ANOVA procedures were used to show that stage III children performed significantly better than stage I children on all subgroups of problems. Both stage I and III children performed significantly better on missing-addend computation than on verbal problems. The description of the methods that children used to solve problems led to the finding that stage III children process each type of problem differently than stage I children. (Author/DT)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-8376, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A