Aufsatz in einer Fachzeitschrift
The Cognitive Complexity of Learning and Doing Arithmetic
Details zur Publikation
Autor(inn)en: | Ohlsson, S.; Rees, E.; Ernst, A. |
Publikationsjahr: | 1992 |
Zeitschrift: | Journal for Research in Mathematics Education |
Seitenbereich: | 441–467 |
Jahrgang/Band : | 23 |
ISSN: | 0021-8251 |
eISSN: | 1945-2306 |
DOI-Link der Erstveröffentlichung: |
URN / URL: |
Zusammenfassung, Abstract
A theory of the cognitive processes involved in doing and learning place value arithmetic is proposed. The theory is embodied in a computer model that simulates the learning of multicolumn subtraction under one-on-one tutoring. The model is used to measure the relative difficulty of two different methods for subtraction, with either a conceptual or a procedural representation. The model predicts that regrouping is more difficult to learn than an alternative method, particularly in a conceptual representation, a result that contradicts current practice in U. S. schools.
A theory of the cognitive processes involved in doing and learning place value arithmetic is proposed. The theory is embodied in a computer model that simulates the learning of multicolumn subtraction under one-on-one tutoring. The model is used to measure the relative difficulty of two different methods for subtraction, with either a conceptual or a procedural representation. The model predicts that regrouping is more difficult to learn than an alternative method, particularly in a conceptual representation, a result that contradicts current practice in U. S. schools.
