Children with reduced cognitive efficiency and addition of natural numbers up to 20. A case study.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F21%3A00119052" target="_blank" >RIV/00216224:14410/21:00119052 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.um.si/index.php/education/article/view/1214" target="_blank" >https://journals.um.si/index.php/education/article/view/1214</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18690/rei.14.2.125-148.2021" target="_blank" >10.18690/rei.14.2.125-148.2021</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Children with reduced cognitive efficiency and addition of natural numbers up to 20. A case study.

Popis výsledku v původním jazyce

The study deals with teaching and learning the addition of natural numbers up to 20 in the first two years of primary school. The first part presents the theoretical background for addition of natural numbers, the procedural and conceptual approach to addition, and the theory of the additive triad. The causes of the difficulties some children have with the field of the addition of natural numbers are outlined, and the issue of reduced cognitive efficiency is briefly introduced as one of the causes. The second part of the study presents a case study of a girl (7 years old) who experienced difficulty in learning addition. The approaches to and results of remedial tutoring completed by the girl are described. In the discussion, the issue of the addition of natural numbers is incorporated into a broader pedagogical context.

Název v anglickém jazyce

Children with reduced cognitive efficiency and addition of natural numbers up to 20. A case study.

Popis výsledku anglicky

The study deals with teaching and learning the addition of natural numbers up to 20 in the first two years of primary school. The first part presents the theoretical background for addition of natural numbers, the procedural and conceptual approach to addition, and the theory of the additive triad. The causes of the difficulties some children have with the field of the addition of natural numbers are outlined, and the issue of reduced cognitive efficiency is briefly introduced as one of the causes. The second part of the study presents a case study of a girl (7 years old) who experienced difficulty in learning addition. The approaches to and results of remedial tutoring completed by the girl are described. In the discussion, the issue of the addition of natural numbers is incorporated into a broader pedagogical context.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

<a href="/cs/project/GA20-13038S" target="_blank" >GA20-13038S: Produktivní kultura vyučování a učení</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Revija za elementarno izobraževanje / Journal of Elementary Education

ISSN

1855-4431

e-ISSN

2350-4803

Svazek periodika

14

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SI - Slovinská republika

Počet stran výsledku

24

Strana od-do

125-148

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85120415390