Supporting the development of number fact knowledge in five- and six-year-olds
Citation
Export citationYoung-Loveridge, J., & Bicknell, B. (2014). Supporting the development of number fact knowledge in five- and six-year-olds. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided practice. Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 669–676). Adelaide, SA, Australia: Mathematics Education Research Group of Australasia Inc.
Permanent Research Commons link: https://hdl.handle.net/10289/8871
Abstract
This paper focuses on children’s number fact knowledge from a study that explored the impact of using multiplication and division contexts for developing number understanding with 34 five- and six-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 had improved. However, they did not always apply this knowledge to relevant problem-solving situations. The magnitude of the numbers did not necessarily determine the difficulty level for achieving automaticity of number fact knowledge.
Date
2014Publisher
Mathematics Education Research Group of Australasia Inc.
Rights
© Mathematics Education Research Group of Australasia Inc., 2014. Used with permission.
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