Representation Reading ECI 314 Early Childhoodhood Mathematics

The second grade teach ers of the remaining 4

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Unformatted text preview: A volunteer quickly explained why a 4 had to go in the next box, and the five classes took 4 to 7 minutes for the entire test. Ninety-two percent of the first graders handed in papers that had either no errors (85%) or only one error (7%). The five classes produced similar per­ centages, and the first graders thus demonstrated their ability to solve written missing-addend problems without any formal instruction. Representation 35 Eight of the 110 children (7%) demonstrated their difficulty either by leav­ ing the boxes empty or by writing in what appeared to be sums or random num­ bers. I hypothesized that in second grade if these children did not receive any instruction in missing addends, their thinking would still advance to a level of being able to answer these questions. In second grade in September, I attempted to find the 8 children who had demonstrated difficulty, but 4 had moved away. The second-grade teach­ ers of the remaining 4 children were asked if, and when, they planned to teach missing addends. The same 6 problems were given to the 4 children in Feb­ ruary and March, before their tea...
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This document was uploaded on 03/13/2014.

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