Abstract
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.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 2015 |
| 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 https://www.hkr.se/contentassets/f9979c83d145412b94cd3eee2e1e155b/programme_norsma8_2015_final.pdf |
Konference
| Konference | Norsma 8 |
|---|---|
| Nummer | 8 |
| Lokation | Høgskolen Kristianstad |
| Land/Område | Sverige |
| By | Kristianstad |
| Periode | 19/11/15 → 20/11/15 |
| Internetadresse |