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Construction of Arithmetical Meanings and Strategies (Paperback, Softcover reprint of the original 1st ed. 1988)
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Construction of Arithmetical Meanings and Strategies (Paperback, Softcover reprint of the original 1st ed. 1988)
Series: Recent Research in Psychology
Expected to ship within 10 - 15 working days
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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 counting behaviors in
terms of constructivist concepts such as assimilation,
accommodation, and reflective abstraction, and certain excerpts
from protocols provide on-line examples of such processes at work.
They also subscribe to Vygotsky's proposal for teachers '0 utilize
the zone of proximal development and to lead the child to what he
(can) not yet do. (1965, p. 104)."
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