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Domain-specific and domain-general skills in the identification of conceptually-derived arithmetic strategies

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posted on 25.11.2020, 15:26 by Joanne Eaves
Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and success in mathematics. One such
principle is associativity, which allows groups of operations to be performed in a different order from that in which they are presented. For example, the problem '6 + 38 - 35' can be solved through an efficient 'shortcut' strategy
of '38 - 35 = 3' and then 3 + 6 = 9'. One issue is that, of all the widely discussed arithmetic principles associativity is the one that individuals have greatest difficulty with, in that they often fail to apply it when solving arithmetic problems. Educators have called for this to change, and for individuals' knowledge and use of arithmetic principles to improve. This thesis contributes to that goal by investigating the cognitive processes involved in using the associativity shortcut, and the ways in which shortcut use can be encouraged.

History

School

  • Science

Department

  • Mathematics Education Centre

Publisher

Loughborough University

Rights holder

© Joanne Eaves

Publication date

2020

Notes

A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy of Loughborough University.

Language

en

Supervisor(s)

Camilla Gilmore ; Nina Attridge

Qualification name

PhD

Qualification level

Doctoral

This submission includes a signed certificate in addition to the thesis file(s)

I have submitted a signed certificate