%0 Journal Article %1 wilkins2001kua %A Wilkins, JLM %A Baroody, AJ %A Tiilikainen, S. %D 2001 %I Academic Press %J Journal of Experimental Child Psychology %K addition children commutativity mathematics word-problems %N 1 %P 23--36 %T Kindergartners Understanding of Additive Commutativity within the Context of Word Problems %U http://www.ingentaconnect.com/content/ap/ch/2001/00000079/00000001/art02580 %V 79 %X Baroody and Gannon (1984) proposed that children's understanding of additive commutativity progresses through several levels of understanding based on a unary view of addition (change meaning) before developing a “true” level of understanding based on a binary conception (part-whole meaning). Resnick (1992) implied that children have both a unary and a binary conception of additive commutativity from the earliest stages of development. Fifty-three 5- and 6-year-old (M = 6-0) kindergartners' unary and binary understanding of additive commutativity was investigated using performance on tasks involving change-add-to and part-part-whole word problems, respectively. The data were inconsistent with the predictions of both models and suggest three alternate theoretical explanations. Moreover, the data indicate that success on a task involving change-add-to problems may be a more rigorous test of understanding of additive commutativity than that involving part-part-whole problems.

@article{wilkins2001kua, abstract = {Baroody and Gannon (1984) proposed that children's understanding of additive commutativity progresses through several levels of understanding based on a unary view of addition (change meaning) before developing a “true” level of understanding based on a binary conception (part-whole meaning). Resnick (1992) implied that children have both a unary and a binary conception of additive commutativity from the earliest stages of development. Fifty-three 5- and 6-year-old (M = 6-0) kindergartners' unary and binary understanding of additive commutativity was investigated using performance on tasks involving change-add-to and part-part-whole word problems, respectively. The data were inconsistent with the predictions of both models and suggest three alternate theoretical explanations. Moreover, the data indicate that success on a task involving change-add-to problems may be a more rigorous test of understanding of additive commutativity than that involving part-part-whole problems. }, added-at = {2007-05-15T07:09:23.000+0200}, author = {Wilkins, JLM and Baroody, AJ and Tiilikainen, S.}, biburl = {https://www.bibsonomy.org/bibtex/2295e45d875b28070fae54c65836fc432/rmosvold}, interhash = {2a0c2af9375161b4ebc52563e7b81a69}, intrahash = {295e45d875b28070fae54c65836fc432}, journal = {Journal of Experimental Child Psychology}, keywords = {addition children commutativity mathematics word-problems}, number = 1, pages = {23--36}, publisher = {Academic Press}, timestamp = {2007-05-15T07:09:23.000+0200}, title = {Kindergartners Understanding of Additive Commutativity within the Context of Word Problems}, url = {http://www.ingentaconnect.com/content/ap/ch/2001/00000079/00000001/art02580}, volume = 79, year = 2001 }