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Poster/Conférence:
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Clé de citation BibTeX: Sander2001c
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Sander, E. (2001). Solving arithmetic operations: A semantic approach. 23rd Annual Conference of the Cognitive Science Society, Edimburgh . pp. 915–920.
Ajoutée par: meunier 2007-02-14 00:52:26 Dernièrement modifiée par: meunier 2008-01-08 12:50:27
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Résumé
Systematic errors observed when solving arithmetic
operations are often considered as being procedural.
Rules induced by the learner and the errors committed
are viewed as resulting by use of general problem
solving methods. In this study, in the case of solving
column subtractions, we show that some errors may be
semantic: they are due to analogies involving different
sources that guide the interpretation of both operations
and procedures already learned. Two sources have been
identified: (i) subtracting considered as removing
something and (ii) subtracting considered as covering a
distance between two elements. Results of the 2
experiments reported here show that (i) not only all of
the predicted semantic errors were observed among
beginner children, but also that (ii) semantic errors were
still observed among more advanced learners, in a
decreasing proportion for higher level of instruction.
These results support the idea that (i) semantic aspects
have a major influence in the learning process, and (ii)
that this kind of errors still intervene in the learning
process even if the procedural aspects become more
influent (advanced students). These results suggest that a
procedural approach might be articulated with a semantic
approach.
Ajoutée par: Sterenn Audo
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Idées
pdf dispo
Ajoutée par: Sterenn Audo
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