Situated multiplying in primary school: counting instead of adding !

Research output: Contributions to collected editions/worksArticle in conference proceedingsResearchpeer-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/worksArticle in conference proceedingsResearchpeer-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 -

Recently viewed

Activities

  1. Spec­tral Ki­ne­tic Si­mu­la­ti­on of Ideal Mul­ti­po­le Re­so­nan­ce Probe
  2. Mental Parsing as A Mixed Blessing for Integrative Agreements: When Parsing Multiple Issues into Separate Mental Accounts Helps Versus Hurts Negotiators.
  3. Co-Production of Knowledge
  4. Competency-oriented written feedback in every-day mathematics teaching: How to report on students’ solutions of modelling tasks and how to assess the quality of these reports
  5. Winding the Sociotechnical Mangle of Organization
  6. Preliminary selection of experimental techniques in Subtask D
  7. BDSM Sagacity: embodying complexity
  8. "Curious and Concerned" – A mixed-methods study of teacher educators’ AI literacy, usage experience, and perceptions
  9. Conference of SIG4 'Higher Education' & SIG17 'Qualitative and Quantitative Approaches to Learning and Instruction'
  10. Assessing cognitive abilities for L2 learning: A review of accessible tools
  11. Dimension theory of representations of real numbers
  12. Project Workshop on "Worker Flows, Match Quality, and Productivity" - 2019
  13. Plenary Speaker at the 2022 5th IEEE International Conference on Information Communication and Signal Processing (ICICSP 2022). Plenary entitled "Soft Optimal Computing Techniques to Identify and Control Surface Roughness in Manufacturing".
  14. A Tool for Applications: Wavelet Packets
  15. E-learning module on “Participation” in the context of IWRM – “Social Science” Part
  16. The 22nd International Semantic Web Conference (ISWC 2023)
  17. Monitoring Phenological phases of the crops using TerraSAR-X Spotlight Images based on Factor Analysis
  18. Unit Root & Cointegration Testing Conference 2005
  19. Contingency and Management
  20. Explaining the learning progress in mathematics of retained students and low-achieving students

Publications

  1. Adjustable automation and manoeuvre control in automated driving
  2. Performance predictors for graphics processing units applied to dark-silicon-aware design space exploration
  3. Evaluating a Bayesian Student Model of Decimal Misconceptions
  4. The identification of up-And downstream industries using input-output tables and a firm-level application to minority shareholdings
  5. The structure of emotions in learning situations
  6. Detection of coherent oceanic structures via transfer operators
  7. Introduction: The representative turn in EU studies
  8. Taking notes as a strategy for solving reality-based tasks in mathematics
  9. Closed-form Solution for the Direct Kinematics Problem of the Planar 3-RPR Parallel Mechanism
  10. Towards productive functions?
  11. Factored MDPs for detecting topics of user sessions
  12. Who can receive the pass? A computational model for quantifying availability in soccer
  13. An Outcome-Oriented, Social-Ecological Framework for Assessing Protected Area Effectiveness
  14. Aspect-oriented software development
  15. Combining Evaluative and Generative Diagnosis in ActiveMath
  16. “Ideation is Fine, but Execution is Key”
  17. Towards a spatial understanding of identity play
  18. Foreign bias in institutional portfolio allocation
  19. Fuzzy based control of a nonholonomic car-like robot for drive assistant systems
  20. Active and semi-supervised data domain description
  21. Double-fading support - A training approach to complex software systems
  22. Trajectory tracking using MPC and a velocity observer for flat actuator systems in automotive applications
  23. ℓp-norm multiple kernel learning
  24. Individual Scans Fusion in Virtual Knowledge Base for Navigation of Mobile Robotic Group with 3D TVS
  25. Improve a 3D distance measurement accuracy in stereo vision systems using optimization methods’ approach