Kindergartners Understanding of Additive Commutativity within the Context of Word Problems Export

@article{wilkins2001kua, abstract = {Baroody and Gannon (1984) proposed that children's understanding of additive commutativity progresses through several levels of understanding based on a unary view of addition (change meaning) before developing a ” true” level of understanding based on a binary conception (part-whole meaning). Resnick (1992) implied that children have both a unary and a binary conception of additive commutativity from the earliest stages of development. Fifty-three 5- and 6-year-old (M = 6-0) kindergartners' unary and binary understanding of additive commutativity was investigated using performance on tasks involving change-add-to and part-part-whole word problems, respectively. The data were inconsistent with the predictions of both models and suggest three alternate theoretical explanations. Moreover, the data indicate that success on a task involving change-add-to problems may be a more rigorous test of understanding of additive commutativity than that involving part-part-whole problems.}, author = {Wilkins, J. L. M. and Baroody, A. J. and Tiilikainen, S.}, citeulike-article-id = {1419042}, citeulike-linkout-0 = {http://www.ingentaconnect.com/content/ap/ch/2001/00000079/00000001/art02580}, journal = {Journal of Experimental Child Psychology}, keywords = {addition, children, commutativity, mathematics, word-problems}, number = {1}, pages = {23--36}, posted-at = {2007-06-28 11:56:54}, priority = {2}, publisher = {Academic Press}, title = {Kindergartners Understanding of Additive Commutativity within the Context of Word Problems}, url = {http://www.ingentaconnect.com/content/ap/ch/2001/00000079/00000001/art02580}, volume = {79}, year = {2001} }

TY - JOUR ID - wilkins2001kua L3 - citeulike-article-id:1419042 N2 - Baroody and Gannon (1984) proposed that children's understanding of additive commutativity progresses through several levels of understanding based on a unary view of addition (change meaning) before developing a “true” level of understanding based on a binary conception (part-whole meaning). Resnick (1992) implied that children have both a unary and a binary conception of additive commutativity from the earliest stages of development. Fifty-three 5- and 6-year-old (M = 6-0) kindergartners' unary and binary understanding of additive commutativity was investigated using performance on tasks involving change-add-to and part-part-whole word problems, respectively. The data were inconsistent with the predictions of both models and suggest three alternate theoretical explanations. Moreover, the data indicate that success on a task involving change-add-to problems may be a more rigorous test of understanding of additive commutativity than that involving part-part-whole problems. IS - 1 JF - Journal of Experimental Child Psychology EP - 36 TI - Kindergartners Understanding of Additive Commutativity within the Context of Word Problems PB - Academic Press VL - 79 SP - 23 KW - addition KW - children KW - commutativity KW - mathematics KW - word-problems AU - Wilkins, JLM AU - Baroody, AJ AU - Tiilikainen, S PY - 2001/// UR - http://www.ingentaconnect.com/content/ap/ch/2001/00000079/00000001/art02580 ER -