ERIC Number: ED121626
Record Type: RIE
Publication Date: 1976
Reference Count: 0
An Analysis of Kindergarten and First Grade Children's Addition and Subtraction Problem Solving Modeling and Accuracy.
Shores, Jay H.; Underhill, Robert G.
A study was undertaken of the effects of formal education and conservation of numerousness on addition and subtraction problem types. Thirty-six kindergarten and 36 first-grade subjects randomly selected from one area of a school district were administered measures of conservation, problem-solving success, and modeling ability. Following factor analysis of the instruments, and a regression analysis to ascertain demographic effects, a nested posttest only control group design was analyzed using a covariate MANOVA technique. Both formal schooling and conservation significantly affected the subject's modeling and accuracy scores (p less than .05). Further, transformational addition and take-away subtraction were significantly (p less than .05) more difficult than other problem types. (Author/SD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 19-23, 1976)