A LONGITUDINAL STUDY OF THE DEVELOPMENT OF MATHEMATICS STRATEGIES AND UNDERLYING COUNTING SCHEMES |
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| Authors: | Barry Biddlecomb Martha Carr |
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| Institution: | 1. Georgia Gwinnett College, Lawrenceville, GA, USA
2. University of Georgia, Athens, GA, USA
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| Abstract: | The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children’s arithmetic
supported Steffe’s model of numerical development. In addition to student-generated strategies, we looked at commonly taught
algorithms not considered in Steffe’s model to determine whether these algorithms reflected underlying schemes. 206 children
were assessed on their strategy use while solving arithmetic problems in the second grade, the third grade and again in the
fourth grade. Factor analyses indicated some support for Steffe’s model, but there were exceptions. Not all children progressed
in their number knowledge and strategies as a function of schooling and schooling appeared to affect the types of strategies
children use independent of underlying schemes. |
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| Keywords: | |
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