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Titre du document / Document title

Developmental progression of subtraction strategies : a comparison of mathematically normal and mathematically disabled children = Comparer le raisonnement mathématique chez un enfant normal et un enfant en difficulté

Auteur(s) / Author(s)

OSTAD S. A. (1) ;

Affiliation(s) du ou des auteurs / Author(s) Affiliation(s)

(1) Department of Special Education, University of Oslo, PO Box 1140, Blindern, 0317 Oslo, NORVEGE

Résumé / Abstract

This study was designed to investigate the character and extent of differences between mathematically disabled children (MD children) and their mathematically normal peers as reflected in the use of task-specific strategies for solving basic fact problems in subtraction as children move up through primary school, that is from the 1st to 7th grade. The pattern of development showed the MD children as being characterized by: (1) use of back-up strategies only, (2) use of primary back-up strategies, (3) small degree of variation in the use of strategy variants and (4) limited degree of change in the use of strategies from year to year through the primary school. Early and striking convergence of the developmental curves supported the suggestion that the acquisition of strategy skills by MD children follows a sequence that is fundamentally different (not only delayed) from that observed in normal achievers. The findings highlight the MD children's need for mathematics instruction to shift from computation-focused activities to strategy-learning activities.

Revue / Journal Title

European journal of special needs education    ISSN  0885-6257 

Source / Source

1999, vol. 14, no1, pp. 21-36 (1 p.1/2)

Langue / Language

Anglais

Editeur / Publisher

Taylor & Francis, Colchester, ROYAUME-UNI  (1986) (Revue)

Mots-clés anglais / English Keywords

Primary Education

;

Mathematics

;

Problem Solving

;

Learning Strategy

;

Learning Difficulty

;

Skill

;

Mots-clés français / French Keywords

Enseignement primaire

;

Mathématiques

;

Résolution de problème

;

Stratégie d'apprentissage

;

Trouble de l'apprentissage

;

Compétence

;

Soustraction

;

Localisation / Location

INIST-CNRS, Cote INIST : 26525, 35400007497119.0030

Nº notice refdoc (ud4) : 2011187



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