Number-fact knowledge and mathematical problem-solving of five-to seven-year olds
Young-Loveridge, J., & Bicknell, B. (2015). Number-fact knowledge and mathematical problem-solving of five-to seven-year olds. Asia-pacific Journal of Research in Early Childhood Education, 9(3), 27–43.
Permanent Research Commons link: https://hdl.handle.net/10289/10018
This paper examines children's number fact knowledge in relation to mathematics problem solving. These findings are derived from a study that set out to explore the impact on mathematics learning of using multiplication and division contexts with 84 five- to seven-year-old children from diverse cultural and linguistic backgrounds. After a series of focused lessons, children's knowledge of number facts, including single-digit addition, subtraction, and doubles improved substantially. However, children did not always apply this knowledge to relevant problem-solving situations. The difficulty level for recalling number facts was not directly related to the magnitude of the numbers, with certain salient facts such as 5+5 and 10+10 learned earlier than facts with smaller sums such as 2+3 and 1+4.
The Pacific Early Childhood Education Research Association
© 2015 The Pacific Early Childhood Education Research Association. Used with permission.
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