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Counting-on, trading and partitioning: effects of training and prior knowledge on performance on Base-10 tasks

Saxton, Matthew and Cakir, Kadir (2006) Counting-on, trading and partitioning: effects of training and prior knowledge on performance on Base-10 tasks. Child Development, 77 (3). pp. 767-785. ISSN 1467-8624

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Abstract

Factors affecting performance on Base-10 tasks were investigated in a series of four studies with a total of 453 children aged five to seven years. Training in counting-on was found to enhance child performance on Base-10 tasks (Studies 2, 3, and 4), while prior knowledge of counting-on (Study 1), trading (Studies 1 and 3) and partitioning (Studies 1 and 4) were associated with enhanced Base-10 performance. It emerged that procedural knowledge of counting-on, trading and partitioning can lead to improvements in procedural knowledge of the Base-10 system. The findings lend support to the model of iterative development of conceptual and procedural knowledge advanced by Rittle-Johnson, Siegler and Alibali (2001).

Item Type: Article
Additional Information: The definitive version is available at www3.interscience.wiley.com
Divisions: IOE Departments > Departments > Psychology and Human Development
Depositing User: IOE Repository Editor (2)
Date Deposited: 31 Mar 2010 16:49
Last Modified: 14 Oct 2013 12:25
URI: http://eprints.ioe.ac.uk/id/eprint/2795
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