| Judul | Young children continue to reinvent arithmetic 2nd grade : Implications of Piaget's theory / Constance Kamii, Linda Leslie Joseph |
| Pengarang | Constance Kamii Linda Leslie Joseph |
| EDISI | Edisi ke - 2 |
| Penerbitan | New York : Teachers College, [2004] |
| Deskripsi Fisik | viii + [195] hlm :Ilus ;25 cm |
| ISBN | 0807744034 |
| Subjek | Hitung, Ilmu |
| Abstrak | Other factors also motivated this revision. First, the research we recently conducted on subtraction (Kamii, Lewis, & Kirkland, 2001) led us to understand why substraction is much harder than addition, and why it should be de-emphasized until knowledge of sums becomes solid. We also learned that multidigit substraction with regrouping is hard even for some fourth and fifth graders. Other studies we conducted in the 1990s enabled us to understand the difference between repeated addition and multiplication (Clark & Kamii, 1996). We also learned that kindergartners can solve simple multiplication and division word problems (Carpenter, Ansell, Franke, Fennema, & Weisbeck, 1993). Young children use repeated addition to solve these problems that we thought had to be solved with multiplication and division. These points are discussed in chapter 5 of the present volume, along with principles of teaching in chapter 6, which are conceptualized more tightly than before. - sumber dari Introduction to the Second Edition |
| Bahasa | Inggris |
| Bentuk Karya | Bukan fiksi atau tidak didefinisikan |
| Target Pembaca | Umum |
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| 100 | 0 | # | $a Constance Kamii |
| 245 | 1 | # | $a Young children continue to reinvent arithmetic 2nd grade : $b Implications of Piaget's theory /$c Constance Kamii, Linda Leslie Joseph |
| 250 | # | # | $a Edisi ke - 2 |
| 260 | # | # | $a New York :$b Teachers College,$c [2004] |
| 300 | # | # | $a viii + [195] hlm : $b Ilus ; $c 25 cm |
| 520 | # | # | $a Other factors also motivated this revision. First, the research we recently conducted on subtraction (Kamii, Lewis, & Kirkland, 2001) led us to understand why substraction is much harder than addition, and why it should be de-emphasized until knowledge of sums becomes solid. We also learned that multidigit substraction with regrouping is hard even for some fourth and fifth graders. Other studies we conducted in the 1990s enabled us to understand the difference between repeated addition and multiplication (Clark & Kamii, 1996). We also learned that kindergartners can solve simple multiplication and division word problems (Carpenter, Ansell, Franke, Fennema, & Weisbeck, 1993). Young children use repeated addition to solve these problems that we thought had to be solved with multiplication and division. These points are discussed in chapter 5 of the present volume, along with principles of teaching in chapter 6, which are conceptualized more tightly than before. - sumber dari Introduction to the Second Edition |
| 650 | # | 4 | $a Hitung, Ilmu |
| 700 | 0 | # | $a Linda Leslie Joseph |
| 990 | # | # | $a CL1CL10942 |
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