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There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children's multiplication skills

Ainsworth, S.; Wood, D.; O'Malley, C.

Authors

S. Ainsworth

D. Wood



Abstract

Interpretation of the nature of mathematical understanding has changed recently. These changes have prompted calls for different instructional methods in the primary classroom. COPPERS is a mathematical learning environment which explores how such goals should be implemented computationally. Two experiments have examined how system components have advanced children's understanding that multiplication problems can have many different correct solutions. Different numbers of decompositions, learner's choice of strategy and feedback in either tabular or place value representations were all found to significantly affect learning. Theoretical interpretations of these results are considered in terms of Vygotskian approaches to scaffolding learning and current research on external representations.

Citation

Ainsworth, S., Wood, D., & O'Malley, C. (1998). There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children's multiplication skills. Learning and Instruction, 8(2), 141-157. https://doi.org/10.1016/s0959-4752%2897%2900013-3

Journal Article Type Article
Online Publication Date Jun 15, 1998
Publication Date 1998
Deposit Date Aug 15, 2018
Journal Learning and Instruction
Print ISSN 0959-4752
Publisher Elsevier
Volume 8
Issue 2
Pages 141-157
DOI https://doi.org/10.1016/s0959-4752%2897%2900013-3
Public URL https://durham-repository.worktribe.com/output/1323076


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