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Situated multiplying in primary school: counting instead of adding !

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Standard

Situated multiplying in primary school: counting instead of adding ! / Ruwisch, Silke.
Developments in Mathematics Education in German-speaking Countries: Selected Papers from the Annual Conference on Didactics of Mathematics, Bern, 1999. ed. / Hans-Georg Weigand; Neville Neill; Andrea Peter-Koop; Kristina Reiss; Günter Törner; Bernd Wollring. Verlag Franzbecker, 2002. p. 67-75.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Harvard

Ruwisch, S 2002, Situated multiplying in primary school: counting instead of adding ! in H-G Weigand, N Neill, A Peter-Koop, K Reiss, G Törner & B Wollring (eds), Developments in Mathematics Education in German-speaking Countries: Selected Papers from the Annual Conference on Didactics of Mathematics, Bern, 1999. Verlag Franzbecker, pp. 67-75, 33. Jahrestagung der Gesellschaft für Didaktik der Mathematik - 1999, Bern, Switzerland, 01.03.99.

APA

Ruwisch, S. (2002). Situated multiplying in primary school: counting instead of adding ! In H.-G. Weigand, N. Neill, A. Peter-Koop, K. Reiss, G. Törner, & B. Wollring (Eds.), Developments in Mathematics Education in German-speaking Countries: Selected Papers from the Annual Conference on Didactics of Mathematics, Bern, 1999 (pp. 67-75). Verlag Franzbecker.

Vancouver

Ruwisch S. Situated multiplying in primary school: counting instead of adding ! In Weigand HG, Neill N, Peter-Koop A, Reiss K, Törner G, Wollring B, editors, Developments in Mathematics Education in German-speaking Countries: Selected Papers from the Annual Conference on Didactics of Mathematics, Bern, 1999. Verlag Franzbecker. 2002. p. 67-75

Bibtex

@inbook{b51c7b781fc84b2997fc11e205ccf0e3,
title = "Situated multiplying in primary school: counting instead of adding !",
abstract = "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.",
keywords = "Didactics of Mathematics, Mathematikunterricht , Grundschule , Grundrechenart ",
author = "Silke Ruwisch",
note = "The papers collected in this English edition are translated and revised versions of original contributions to the 1999 German proceedings (Beitr{\"a}ge zum Mathematikunterricht 1999); 33. Jahrestagung der Gesellschaft f{\"u}r Didaktik der Mathematik - 1999 ; Conference date: 01-03-1999 Through 05-03-1999",
year = "2002",
language = "English",
isbn = "3-88120-328-1",
pages = "67--75",
editor = "Hans-Georg Weigand and Neville Neill and Andrea Peter-Koop and Kristina Reiss and G{\"u}nter T{\"o}rner and Bernd Wollring",
booktitle = "Developments in Mathematics Education in German-speaking Countries",
publisher = "Verlag Franzbecker",
address = "Germany",
url = "https://madipedia.de/wiki/GDM-Jahrestagung_1999",

}

RIS

TY - CHAP

T1 - Situated multiplying in primary school

T2 - 33. Jahrestagung der Gesellschaft für Didaktik der Mathematik - 1999

AU - Ruwisch, Silke

N1 - Conference code: 33

PY - 2002

Y1 - 2002

N2 - 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.

AB - 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.

KW - Didactics of Mathematics

KW - Mathematikunterricht

KW - Grundschule

KW - Grundrechenart

M3 - Article in conference proceedings

SN - 3-88120-328-1

SP - 67

EP - 75

BT - Developments in Mathematics Education in German-speaking Countries

A2 - Weigand, Hans-Georg

A2 - Neill, Neville

A2 - Peter-Koop, Andrea

A2 - Reiss, Kristina

A2 - Törner, Günter

A2 - Wollring, Bernd

PB - Verlag Franzbecker

Y2 - 1 March 1999 through 5 March 1999

ER -

Other publications by the same author(s)

„Es wird leichter, weil man das Gewicht wegreibt!“: Knackpunkte in der Entwicklung des Gewichtsverständnisses

Ruwisch, S., 06.2025, In: Grundschule Mathematik. 2025, 85, p. 8-11 4 p.

Research output: Journal contributions › Journal articles › Transfer

Exploring teachers‘ pedagogical content knowledge for teaching length estimation

Huang, H.-M. E., Hoth, J., Chang, W.-S., Heinze, A. & Ruwisch, S., 2025, Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports - Volume 1 (A-J). Cornejo, C., Felmer, P., Gomez, D. M., Dartnell, P., Araya, P., Peri, A. & Randolph, V. (eds.). Santiago: Universidad de Chile, Vol. 1. p. 403-410 8 p. (Proceedings of the International Group for the Psychology of Mathematics Education).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Gewicht vergleichen: Unterschiedliche Vergleichserfahrungen als Grundlage des Messens und Schätzens von Gewichten

Ruwisch, S., 06.2025, In: Grundschule Mathematik. 2025, 85, p. 2-3 2 p.

Research output: Journal contributions › Journal articles › Transfer

Inklusiv und kooperativ die Welt der Zahlen erkunden

Ruwisch, S., 06.2025, Rechnen richtig lernen – flexibel, für alle und von Anfang an : fachdidaktische Hintergründe und Lernangebote für die Grundschule . Rechtsteiner, C. (ed.). 1 ed. Hannover: Klett/Kallmeyer, p. 175-192 18 p. ( Grundschule Mathematik ).

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

Junior High School Students’ Length Estimation Skills and Use of Strategies for Making Estimations

Huang, H. M. E., Chang, H. W., Hoth, J., Ruwisch, S. & Heinze, A., 2025, (Accepted/In press) In: International Journal of Science and Mathematics Education. 23 p.

Research output: Journal contributions › Journal articles › Research › peer-review

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