Counting-On, Trading and Partitioning: Effects of Training and Prior Knowledge on Performance on Base-10 Tasks

• Matthew Saxton ^[1] ; Kadir Cakir ^[2]
  1. [1] University of London

     University of London

     Reino Unido

     
  2. [2] Mersin University

     Mersin University

     Turquía

     
• Localización: Child development, ISSN 0009-3920, Vol. 77, Nº. 3, 2006, págs. 767-785
• Idioma: inglés
• DOI: 10.1111/j.1467-8624.2006.00902.x
• Texto completo no disponible (Saber más ...)
• Resumen

  • Factors affecting performance on base-10 tasks were investigated in a series of four studies with a total of 453 children aged 5–7 years. Training in counting-on was found to enhance child performance on base-10 tasks (Studies 2, 3, and 4), while prior knowledge of counting-on (Study 1), trading (Studies 1 and 3), and partitioning (Studies 1 and 4) were associated with enhanced base-10 performance. It emerged that procedural knowledge of counting-on, trading, and partitioning can lead to improvements in procedural knowledge of the base-10 system. The findings lend support to the model of iterative development of conceptual and procedural knowledge advanced by Rittle-Johnson et al. (2001).