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Instruction, Understanding, and Skill in Multidigit Addition and Subtraction
Abstract
We traced the emerging relations between children's understanding of multidigit numbers and their computational skill and investigated how instruction influenced these relations. We followed about 70 children over the first 3 years of school while they were learning about place value and multidigit addition and subtraction in 2 different instructional environments. By interviewing the students several times each year, we found that understanding and skill were closely related on tasks for which students had not yet received instruction as well as on more difficult tasks even after instruction. Students appeared to apply specific understandings to invent new procedures and modify old ones. The alternative instruction, which encouraged students to develop their own procedures and to make sense of procedures presented by others, appeared to facilitate higher levels of understanding and closer connections between understanding and skill.
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BRUNER, J. S. (1960) · doi:10.4159/9780674028999 · Cited by 6,042
Cited by
School readiness and later achievement.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., et al. (2007) · Developmental Psychology · doi:10.1037/0012-1649.43.6.1428 · Cited by 5,439
Developing conceptual understanding and procedural skill in mathematics: An iterative process.
Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.346 · Cited by 1,075
Conceptual and procedural knowledge of mathematics: Does one lead to the other?
Rittle‐Johnson, B., & Alibali, M. W. (1999) · Journal of Educational Psychology · doi:10.1037//0022-0663.91.1.175 · Cited by 613
Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003) · Child Development · doi:10.1111/1467-8624.00571 · Cited by 466
Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011) · Journal of Educational Psychology · doi:10.1037/a0025140 · Cited by 464
Metadata
- Authors
- Hiebert, J., & Wearne, D.
- Venue
- Cognition and Instruction
- Publisher
- Informa UK Limited
- Published
- 1996-09
- Volume
- 14
- Issue
- 3
- Pages
- 251-283
- ISSN
- 0737-0008 (ISSN-L)
- 1532-690X
- OpenAlex
- W2012091413
- Cited by
- 255
- References
- 1
- FWCI
- 4.75
- Type
- journal article
- Language
- en
- Open access
- closed
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- Hiebert, J., & Wearne, D. (1996). Instruction, Understanding, and Skill in Multidigit Addition and Subtraction. Cognition and Instruction. https://doi.org/10.1207/s1532690xci1403_1
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
