ERIC Number: EJ778913
Record Type: Journal
Publication Date: 2003
Reference Count: 0
Children's Understanding of the Additive Composition of Number and of the Decimal Structure: What Is the Relationship?
Krebs, Georgina; Squire, Sarah; Bryant, Peter
International Journal of Educational Research, v39 n7 p677-694 2003
Nunes and Bryant (Children doing mathematics, Blackwell, Oxford, 1996) proposed that an understanding of the additive composition of number could be a precursor to an understanding of the decimal structure. If this is so, children should achieve an understanding of additive composition before they can handle the decimal structure. The aim of our study was to determine the developmental timing of these two forms of mathematical understanding. 5- and 6-year-old children each completed both an addition task and Terezinha Carraher's (In: Streefland, L. (Ed.), Proceedings of the Ninth International Conference for the Psychology of Mathematics Education, vol. 1. Research Group on Mathematics Education and Computer Centre, State University of Utrecht, Utrecht, The Netherlands, 1985, pp. 288-303) shop task, with concrete materials. The addition task tested an understanding of additive composition by measuring whether children used a counting-all or counting-on strategy to add two quantities. The shop task tested an understanding of the decimal structure by investigating whether or not children could successfully combine tens and ones in producing a given amount of money. Our results suggest that learning about the decimal structure enhances children's understanding of the general principle of additive composition.
Descriptors: Mathematics Education, Foreign Countries, Mathematics Instruction, Comprehension, Correlation, Young Children, Arithmetic, Computation
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Publication Type: Journal Articles; Reports - Evaluative
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