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ERIC Number: EJ951167
Record Type: Journal
Publication Date: 2012-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0732-3123
Teaching Young Children Decomposition Strategies to Solve Addition Problems: An Experimental Study
Cheng, Zi-Juan
Journal of Mathematical Behavior, v31 n1 p29-47 Mar 2012
The ability to count has traditionally been considered an important milestone in children's development of number sense. However, using counting (e.g., counting on, counting all) strategies to solve addition problems is not the best way for children to achieve their full mathematical potential and to prepare them to develop more complex and advanced computational skills. In this experimental study, we demonstrated that it was possible to teach children aged 5-6 to use decomposition strategy and thus reduced their reliance on counting to solve addition problems. The study further showed that children' ability to adopt efficient strategies was related to their systematic knowledge of the part-part-whole relationship of the numbers 1-10. (Contains 5 tables and 5 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A