The use of strategies in arithmetic depicts underlying conceptual knowledge of numbers. Developmental trajectories of strategies are thus important when working with difficulties in mathematics. I present a case of development of mental strategies in addition from 1st to 4th grade from a Danish school. The results show significant effects of school age in interaction with gender. Decomposition seems to play a role in the developmental pathways suggesting the importance of multi-dimensional or flexible quantitative understanding of numbers. The role of linear contra multi-dimensional thinking in development of strategies and implications for early intervention is discussed.
|Status||Udgivet - 2015|
|Begivenhed||Norsma 8: The Nordic Research network on Special Needs Education in Mathematics - Høgskolen Kristianstad, Kristianstad, Sverige|
Varighed: 19 nov. 2015 → 20 nov. 2015
Konferencens nummer: 8
|Periode||19/11/15 → 20/11/15|