Mental computation and conceptual understanding

By A. W. Blöte, Anton S. Klein, M. Beishuizen. 2000

169 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8d15b2ffb5705adc31bce4882d78d180fd0314a4

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In Experimental and Cognitive Psychology

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Citations in the corpus

The Development of Children's Adaptive Expertise in the Number Domain 20 to 100 (2006, methodology): “Strategies of the second type include jump, or sequential, strategies (Beishuizen, 1993, 1999; Blöte et al., 2000; Blöte et al., 2001; Fuson, 1992).”
Acquisition and use of shortcut strategies by traditionally schooled children (2009, background): “For instance, Blöte and colleagues (Blöte et al. 2000, 2001) offered their participants different types of tasks, namely a traditional paper-and-pencil task and two additional tasks especially designed to assess children’s knowledge of diverse strategies on multi-digit additions and subtractions.”
The development of flexibility in equation solving (2006, background): “There is ample evidence that solving a problem multiple times can lead to more rote execution (Anzai & Simon, 1979; Blöte et al., 2000; Simon & Reed, 1976) and/or set effects (e.g., Luchins, 1942).”
Development of Mathematical Understanding. (2007, background): “The progression in the mix of problem-solving strategies described in the preceding sections is related to frequency of exposure to the problems, instruction, and to children’s understanding of related concepts (Blöte et al., 2000; Geary et al., 1996; Klein & Bisanz, 2000; Siegler & Stern, 1998).”
Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition (2012, background): “…different analyses of mental arithmetic strategies children use to solve multi-digit subtraction problems (e.g. Beishuizen, 1993; Benz, 2005; Blöte et al., 2000; Carpenter et al., 1997; Fuson, 1992; Heinze et al., 2009; Selter, 2001; Torbeyns, De Smedt, Ghesquière, and Verschaffel, 2009;…”
Effective strategies for mental and written arithmetic calculation from the third to the fifth grade (2003, background): “The importance of a curriculum that emphasizes flexibility is recognized by different authors ( Blote, Klein, & Beishuizen, 2000; Deboys & Pitt, 1995).”
A Local Instruction Theory for the Development of Number Sense (2010, background): “The development of number sense is a widely accepted goal of mathematics instruction for K-12 students (eg, Blote, Klein, & Beishuizen, 2000 ; National Council of Teachers of Mathematics [NCTM], 2000 ; Reys, Reys, McIntosh, Emanuelsson, Johansson, & Yang, 1999 ).”
Solving Subtraction Problems by Means of Indirect Addition (2009, methodology): “The limited number of intervention studies on IA (Blöte et al., 2000; Fuson & Fuson, 1992; Fuson & Willis, 1988; Klein et al., 1998; Menne, 2001; Thornton, 1984, 1990; Veltman & Treffers, 1995) indicate that after explicit instruction in and intensive practice of IA, first and second graders are abl”
Teaching and Learning About Whole Numbers in Primary School (2016, methodology): “It is based on the assumption that there is one most suitable solution method for each specific task, and that this method is chosen consciously or unconsciously (see e.g., Blöte et al. 2000; Klein et al. 1998; Star and Newton 2009).”