Supporting the development of number fact knowledge in five- and six-year-olds

Young-Loveridge, Jennifer; Bicknell, Brenda

Files

merga37_young-loveridge.pdf

548.3Kb

Citation

Export citation

Young-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

2014

Type

Conference Contribution

Publisher

Mathematics Education Research Group of Australasia Inc.

Rights

Collections

Education Papers [1316]