NotesFAQContact Us
Search Tips
ERIC Number: ED308952
Record Type: Non-Journal
Publication Date: 1988-Jun
Pages: 14
Abstractor: N/A
Reference Count: N/A
Connections between Addition and Subtraction Reasoning and the Use of Quantifiers.
Blevins-Knabe, Belinda
Preschool children's problem-solving strategies on structured and unstructured number tasks were compared in this study. Participants were 20 four-years-olds and 20 five-year-olds. Each child was administered a number conservation, addition and subtraction, and division task. The addition and subtraction task contained trials which were designed to classify children into one of three levels of addition and subtraction understanding: primitive, qualitative, and quantitative. In the division task, subjects were asked to allocate equal numbers of cardboard "cookies" to two "cookie monsters." Subjects in the qualitative and quantitative levels on the addition and subtraction task had different levels of success on the division trials. Findings indicated that qualitative children relied on perceptual strategies to make judgments. Strategies children used on a large, odd number division task included one-one correspondence, many-many correspondence, subtraction, counting, and miscellaneous distribution. Both qualitative and quantitative children used all types of strategies, but differed in the frequency with which they used miscellaneous distribution and subtraction. The qualitative children used these two strategies significantly more than did quantitative children. It is concluded that the three-level model of addition and subtraction understanding has applicability beyond addition and subtraction problems. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A