Peer reviewedERIC Number: EJ464678
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1033-2170
EISSN: N/A
The Processing Loads of Young Children's and Teachers' Representations of Place Value and Implications for Teaching.
Boulton-Lewis, Gillian; Halford, Graeme
Mathematics Education Research Journal, v4 n1 p1-23 1992
Videotaped interviews of 29 Australian students from grades 1-3 were analyzed to assess and compare the processing loads of mathematical representations and strategies used by teachers and children to learn the concept of place value. Results indicated that some representations and strategies impose an unnecessary processing load that can interfere with conceptual learning. (28 references) (MDH)
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, Cognitive Structures, Concept Formation, Epistemology, Foreign Countries, Interviews, Learning Processes, Manipulative Materials, Mathematics Education, Mathematics Instruction, Place Value, Primary Education, Qualitative Research, Schemata (Cognition)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
