id: 02312440
dt: a
an: 1999c.01712
au: Slavit, D.
ti: Operational sense in first grade addition.
so: Owens, D.T. et al., 17. annual meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education (PME-NA
XVII). Proceedings. Vol. 2. ,. 331-337 (1995).
py: 1995
pu: ,
la: EN
cc: F32
ut:
ci:
li:
ab: This paper outlines a theoretical perspective for studying student
understandings of the concept of addition. The notion of operational
sense is defined as a way to describe the notion of addition as a
mathematical object, paving the way for an application of the theory of
reification at this level. Previous frameworks relative to problem
solving are also incorporated. The report of a year-long investigation
in a first-grade classroom is then provided. It was found that
understandings of specific aspects of operational sense were beneficial
to successful problem solving strategies on part-unknown action tasks.
These understandings were also beneficial to the ability to transfer
knowledge of addition to a finite group setting (clock arithmetic).
Hence, a connection was found between specific kinds of knowledge of
arithmetic and the students ability to model the actions of a problem.
Limitations of the framework and study are also discussed. (orig.)
rv: