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dc.contributor.authorYoung-Loveridge, Jenniferen_NZ
dc.contributor.authorBicknell, Brendaen_NZ
dc.date.accessioned2016-03-31T20:57:14Z
dc.date.available2015en_NZ
dc.date.available2016-03-31T20:57:14Z
dc.date.issued2015en_NZ
dc.identifier.citationYoung-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.en
dc.identifier.issn1976-1961en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/10018
dc.description.abstractThis 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.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherThe Pacific Early Childhood Education Research Associationen_NZ
dc.rights© 2015 The Pacific Early Childhood Education Research Association. Used with permission.
dc.titleNumber-fact knowledge and mathematical problem-solving of five-to seven-year oldsen_NZ
dc.typeJournal Article
dc.relation.isPartOfAsia-pacific Journal of Research in Early Childhood Educationen_NZ
pubs.begin-page27
pubs.elements-id129993
pubs.end-page43
pubs.issue3en_NZ
pubs.volume9en_NZ
dc.identifier.eissn2233-5234en_NZ


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