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Titlebook: Construction of Arithmetical Meanings and Strategies; Leslie P. Steffe,Paul Cobb Book 1988 Springer-Verlag New York Inc. 1988 arithmetic.b

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發(fā)表于 2025-3-21 17:36:11 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Construction of Arithmetical Meanings and Strategies
編輯Leslie P. Steffe,Paul Cobb
視頻videohttp://file.papertrans.cn/237/236077/236077.mp4
叢書名稱Recent Research in Psychology
圖書封面Titlebook: Construction of Arithmetical Meanings and Strategies; Leslie P. Steffe,Paul Cobb Book 1988 Springer-Verlag New York Inc. 1988 arithmetic.b
描述The studies presented in this book should be of interest to anybody concerned with the teaching of arithmetic to young children or with cognitive development in general. The ‘eaching experiment· was carried out with half a dozen children entering first grade over two years in biweekly sessions. Methodologically the authors‘ research is original. It is a longitudinal but not a naturalistic study, since the experimenter-teachers directed their interaction with each individual child with a view to his or her possible progress. It is experimental in the sense that two groups of subjects were selected according to criteria derived from an earlier study (Steffe, von Glasersfeld, Richards & Cobb, 1983) and that the problems proposed were comparable, though far from identical across the subjects; but unlike more rigid and shorter "learning" or ‘‘training" studies it does not include pre-and posttests, or predetermined procedures. Theoretically, the authors subscribe to Piagefs constructivism: numbers are made by children, not found (as they may find some pretty rocks, for example) or accepted from adults (as they may accept and use a toy). The authors interpret changes in the children‘s co
出版日期Book 1988
關(guān)鍵詞arithmetic; behavior; cognition; development
版次1
doihttps://doi.org/10.1007/978-1-4612-3844-7
isbn_softcover978-0-387-96688-5
isbn_ebook978-1-4612-3844-7Series ISSN 1431-7532
issn_series 1431-7532
copyrightSpringer-Verlag New York Inc. 1988
The information of publication is updating

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The Construction of Verbal Unit Items Brenda, Tarus, and James,d these stages the perceptual and the figurative stages. Re-presentation was the vital mechanism in the children’s progress; however, the material they re-presented was predominantly restricted to finger patterns. The children could coordinate re-presented finger patterns and their counting schemes
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Lexical and Syntactical Meanings Tyrone, Scenetra, and Jason,. We are therefore obliged to add numerical concepts to those explained in Chapter V. When the elements of a spatial pattern serve as material of an integration operation, we call the resulting pattern numerical. In Chapter V we saw how the elements of a figural spatial pattern can embody the record
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Strategies for Finding Sums and Differences Tyrone, Scenetra, and Jason,l, 1935; Carpenter, 1980; Carpenter & Moser, 1982; Ginsburg, 1977; Hiebert, 1982; Hiebert, Carpenter, & Moser, 1982; Ilg & Ames, 1951: Rathmell, 1978; Smith, 1921; Steffe, Hirstein, & Spikes, 1976; Steffe, von Glasersfeld, Richards, & Cobb, 1983; Steinberg, 1985; Steiner, 1980). These reports indica
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Modifications of the Counting Scheme,s not static; it includes the mathematics that children construct under the influence of adult teaching. The children’s mathematics that we specified in the preceding chapters is the result of our . interpretations of the language and actions of the six involved children, using the schemes we could
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