Estructura semántica y estrategias infantiles en la solución de problemas verbales de adición.
ISSN: 0210-3702, 1578-4126
Year of publication: 1987
Issue: 39-40
Pages: 71-81
Type: Article
More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje
Sustainable development goals
Abstract
Different factors contributing to solving oral addition problems were analysed, specifically the influence of their semantic structure and oral expression. Two groups of 5 year old preschoolers and two group from first grade were administered various addition tests. Results confirmed that task difficulty was closely related to its semantic structure, the unknown quantity, and the help available at hand. Children�s strategies are a function of their age and type of problem. Some educational implications arising from this study are also discussed.