ERIC Number: ED171514
Record Type: RIE
Publication Date: 1979
Reference Count: 0
The Relationship of Mode of Presentation and of School/Community Differences to the Ability of Kindergarten Children to Comprehend Simple Story Problems.
Lindvall, C. Mauritz; Ibarra, Cheryl Gibbons
The extent to which kindergarten children are able to solve simple quantitative problems merely through the application of counting procedures, before they receive formal instruction in any basic arithmetic operations, is investigated. The study indicates that most kindergarten children can comprehend simple story problems of the type used in typical classroom explanations of the meaning of addition and subtraction sentences. However, it also suggests that it is important that the presentation of such stories should be accompanied by a maximum use of the demonstration of the actions described in the stories. (MP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; Pittsburgh Univ., PA. Learning Research and Development Center.
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979); Tables marginally legible