Lucić, Silvija.
(2007).
Understanding of addition principles at kindergartners.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Vlahović-Štetić, Vesna].
Abstract
The aim of this study was to examine the understanding of concrete version of addition principles, additive composition, commutativity and associativity, at kindergartners. 4- and 5-year-olds participated in this study. Three different kinds of problems were used to examine addition principles. It was assumed that children would meet with more success when dealing with commutativity than with additive composition and associativity. It was also assumed that 4-year-olds would be equally successful as 5-year-olds when dealing with commutativity problems, but less successful at additive composition problems and associativity problems. Study results indicated no difference in understanding additive composition, commutativity and associativity principles at kindergartners. Study results also indicated no difference between 4- and 5-year-olds in understanding additive composition principle, commutativity principle and associativity principle. Study results support Resnick's (1991) claims, according to wich the understandings of addition principles do not develop separately and the results also go along with her claims that children can think about relations among unenumerated quantities. High accuracy of problem solving for all three addition principles was found.
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