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.
| Original language | English |
|---|---|
| Publication date | 2015 |
| Publication status | Published - 2015 |
| Event | NORSMA 8: The Nordic Research network on Special Needs Education in Mathematics - Høgskolen Kristianstad, Kristianstad, Sweden Duration: 19 Nov 2015 → 20 Nov 2015 Conference number: 8 https://www.hkr.se/contentassets/f9979c83d145412b94cd3eee2e1e155b/programme_norsma8_2015_final.pdf |
Conference
| Conference | NORSMA 8 |
|---|---|
| Number | 8 |
| Location | Høgskolen Kristianstad |
| Country/Territory | Sweden |
| City | Kristianstad |
| Period | 19/11/15 → 20/11/15 |
| Internet address |