Situated multiplying in primary school: counting instead of adding !

Publikation: Beiträge in SammelwerkenAufsätze in KonferenzbändenForschungbegutachtet


The paper describes an empirical investigation about the arithmetical strategies of primary school children dealing with mutiplicative real-world situations. We constructed three multiplicative settings, similar to each other in their arithmetical structure but different in the situational contexts. 66 second-graders - age 7 to 8 - and 56 third-graders - age 8 to 9 - solved in pairs of two of these problems. The results show that children did not use addition as their main strategy but preferred counting and number patterns. Several hypothesis are discussed explaining these results. The conclusions drawn depend on the preferred hypothesis.
TitelDevelopments in Mathematics Education in German-speaking Countries : Selected Papers from the Annual Conference on Didactics of Mathematics, Bern, 1999
HerausgeberHans-Georg Weigand, Neville Neill, Andrea Peter-Koop, Kristina Reiss, Günter Törner, Bernd Wollring
Anzahl der Seiten9
VerlagVerlag Franzbecker
ISBN (Print)3-88120-328-1
PublikationsstatusErschienen - 2002
Extern publiziertJa
Veranstaltung33. Jahrestagung der Gesellschaft für Didaktik der Mathematik - 1999 - Bern, Schweiz
Dauer: 01.03.199905.03.1999
Konferenznummer: 33

Bibliographische Notiz

The papers collected in this English edition are translated and revised versions of original contributions to the 1999 German proceedings (Beiträge zum Mathematikunterricht 1999)