Research on mathematical thinking of young children : six empirical studies

Leslie P. Steffe 

 National Council of Teachers of Mathematics | 1975 | 207 páginas | pdf | 3,2 Mb

online: ERIC

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This volume includes reports of six studies of the thought processes of children aged four through eight. In the first paper Steffe and Smock outline a model for learning and teaching mathematics. Six reports on empirical studies are then presented in five areas of mathematics learning: (1) equivalence and order relations; (2) classification and seriation; (3) interdependence of classification, seriation, and number concepts; (4) Boolean Algebra; and (5) conservation and measurement. In a final chapter, the main findings of these papers are summarized and implications are discussed, with suggestions for further research.

Table of Contents
Introduction, Leslie P. Sleffe 1
I.On a Model for Learning and Teaching Mathematics, Leslie P. Sleffe and Charles D. Smock 4
II.Learning of Equivalence and Order Relations by Four- and Five-Year-Old Children, Leslie P. Sleffe and Russell L. Carey,19
III.Learning of Equivalence and Order Relations byDisadvantaged Five- and Six-Year-Old Children, Douglas T. Owens 47
IV.Learning of Classification and Seriation by Young Children, R Marlin L. Johnson 73
V.The Generalization of Piagetian Operations as It Relates to the Hypothesized Functional Interdependence between Classification, Seriation, and Number Concepts, Richard A. Lesh 94
VI.Learning of Selected Parts of a Boolean Algebra by Young Children, David C. Johnson 123
VII.The Performance of Mist- and Second -Grade Children on Liquid Conservation and Measurement Problems Employing Equivalence and Order Relations, Thomas P. Carpenter 145
Summary and Implications, Kennelh Lovell 171
References 191