ERIC Number: ED389623
Record Type: RIE
Publication Date: 1995-Oct
Operational Sense in First Grade Addition.
This paper outlines a theoretical perspective for studying student understandings of the concept of addition. The notion of operational sense is defined as a way to describe the notion of addition as a mathematical object, paving the way for an application of the theory of reification at this level. Previous frameworks relative to problem solving are also incorporated. The report of a year-long investigation in a first-grade classroom is then provided. It was found that understandings of specific aspects of operational sense were beneficial to successful problem-solving strategies on part-unknown action tasks. These understandings were also beneficial to the ability to transfer knowledge of addition to a finite group setting (clock arithmetic). Hence, a connection was found between specific kinds of knowledge of arithmetic and the students' ability to model the actions of a problem. Limitations of the framework and study are also discussed. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.