How Do Children Come to Use a Taught Mental Calculation Strategy? |
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| Authors: | Carol Murphy |
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| Institution: | (1) School of Education and Lifelong Learning, University of Exeter, Exeter, EX1 2LU, USA |
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| Abstract: | This study provides an in-depth analysis of children's use of a taught mental calculation strategy. Three children (aged eight
to nine years) who demonstrated contrasting spontaneous calculation approaches, were interviewed following the direct instruction
of a calculation strategy. Their responses are explored in relation to constructivist and participation perspectives of learning.
In response to a unified view of these theories, hypotheses are generated that ask fundamental questions related to the did
actics of mental calculation strategies.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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| Keywords: | algorithms arithmetic calculations children's mental strategies constructivist and participation theories direct instruction procedural and connected understanding |
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