Journal for Research in Mathematics Education · 1990 · 24 citations · 8 references
EducationEducational PsychologyChild DevelopmentKnowledge RepresentationPsycholinguisticsNumber SenseNumeracy DevelopmentNumeral RecognitionSimple AdditionSimple SubtractionWord RecognitionAddition ConceptsConceptual Understanding Of AdditionProcedural Understanding Of AdditionSubtraction ConceptsVerbal Arithmetic
Forty-five first graders were categorized into three levels according to their informal strategies for solving addition and subtraction word problems. They were taught to write canonical and noncanonical open number sentences to symbolically represent the structure of eight types of Change and Combine word problems. Their performances on the posttest indicated that children at each level were successful in learning to symbolically represent and solve the instructed problem types.
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