Strategies applied by pupils during the representation of natural numbers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F20%3A43958675" target="_blank" >RIV/49777513:23420/20:43958675 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.amn.fpv.ukf.sk/papers/amn_6_1/1_Pechouckova_AMN_vol_6_no_1_2020.pdf" target="_blank" >http://www.amn.fpv.ukf.sk/papers/amn_6_1/1_Pechouckova_AMN_vol_6_no_1_2020.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.17846/AMN.2020.6.1.1-19" target="_blank" >10.17846/AMN.2020.6.1.1-19</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Strategies applied by pupils during the representation of natural numbers

Popis výsledku v původním jazyce

The process of creating a conception of natural number poses a complex problem. We focused primarily on manipulation activities, namely on manipulation with Cuisenaire rods, and we studied the strategies employed by first-year and second-year pupils during the enactive representation of natural numbers 4, 5, 6, 7, 9, 10, 11, 12, 19, 27, 34, 46 and 55. In the course of this experiment based on observation, following strategies were recorded: counting-on strategy, filling-in strategy “L”, filling-in strategy “S”, applied facts strategy, derived facts strategy, known facts strategy. The known facts strategy was most frequently applied in both first and second year and had two specific forms at older children. The use of counting-on strategy was considerably reduced in second grade. It was thus demonstrated that pupils had already automated operations of addition in the 0-20 range.

Název v anglickém jazyce

Strategies applied by pupils during the representation of natural numbers

Popis výsledku anglicky

The process of creating a conception of natural number poses a complex problem. We focused primarily on manipulation activities, namely on manipulation with Cuisenaire rods, and we studied the strategies employed by first-year and second-year pupils during the enactive representation of natural numbers 4, 5, 6, 7, 9, 10, 11, 12, 19, 27, 34, 46 and 55. In the course of this experiment based on observation, following strategies were recorded: counting-on strategy, filling-in strategy “L”, filling-in strategy “S”, applied facts strategy, derived facts strategy, known facts strategy. The known facts strategy was most frequently applied in both first and second year and had two specific forms at older children. The use of counting-on strategy was considerably reduced in second grade. It was thus demonstrated that pupils had already automated operations of addition in the 0-20 range.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Acta Mathematica Nitriensia

ISSN

2453-6083

e-ISSN

—

Svazek periodika

6

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

19

Strana od-do

1-19

Kód UT WoS článku

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EID výsledku v databázi Scopus

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