Article de revue: ID no. (ISBN etc.):  0268-2141 Clé de citation BibTeX:  Anghileri2001
Anghileri, J. (2001). A study of progression in written calculation strategies for division. Support for Learning, 16(1), pp. 17–22.
Ajoutée par: Sterenn Audo 2008-02-19 11:41:51    Dernièrement modifiée par: Sterenn Audo 2008-02-19 11:49:51
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Catégories: Apprentissage mathématiques, Division, Full text, Résolution de problèmes arithmétiques, Représentations naives en mathématiques
Descripteurs: cognitive development, Cross Cultural Differences, development of intuitive thinking in written calculation strategies in solving division problems, Elementary School Students, England vs Netherlands, Intuition, Learning Strategies, Mathematical Ability, Mathematics (Concepts), problem solving
Auteurs: Anghileri
Collection: Support for Learning

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Résumé
In order to understand the development of children's thinking from intuitive interpretations of division problems to use of more compact written calculations strategies, a study was undertaken to analyze the methods children used and the way these changed over time. 279 English and 256 Dutch year five students completed 10 division problems, recording all their working and showing the ways they thought about solving each problem. Five of the problems were presented in word format with a context relating to sharing (partition) or to grouping (quotition). The other five were "bare" problems involving similar numbers but presented in symbols. Ss were assessed twice, in January and in June of the same year. Overall success rates were similar for the English (38%) and Dutch (47%) Ss in the 1st test. However, in the 2nd test, Dutch Ss achieved greater success (68%) than did the English Ss (44%). Results show that the extensive use of the traditional algorithm by English Ss suggests that they do not develop informal methods that introduce efficiency, without losing the general nature of their solution strategies. The better success of Dutch Ss relates to their use of a procedure that works at many efficiency levels, and to the way even naive attempts are structured by written recording. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
Ajoutée par: Sterenn Audo

 
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