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ERIC Number: ED307023
Record Type: Non-Journal
Publication Date: 1989-Mar-31
Pages: 36
Abstractor: N/A
Reference Count: N/A
Everyday Problem Solving: Dollar Wise, Penny Foolish.
Brenner, Mary E.
Research on everyday learning has begun to illuminate some of the relations between activity and knowledge, and thus can help educators reconceptualize classroom activities. For example, how and what children learn about money epitomize many of the differences between everyday and school-based problem solving. The general goals of this paper are to characterize the problem-solving strategies used by children in stores and to show that the knowledge children have is a consequence of the ways in which they use that knowledge. Specific goals are to: (1) describe the situated use of money in both natural settings and the classroom; (2) describe the development of children's knowledge of money between preschool and the end of second grade; (3) relate children's knowledge of money to the ways in which they use money; and (4) describe some ways in which children reconcile what they know about money as it is used in and out of school. Discussion is based on observations of children's behavior in stores and classrooms, and interviews with parents and children. Implications for educational practice are briefly discussed. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A