Intervention Strategies to Improve Cognitive Processes of Children in Finding Solutions to Addition and Subtraction Problems

Abstract

From Introduction: The business of mathematics education in school is an extremely complex enterprise, influenced by interaction of countless learner, instructional and content variables. Studies that attempt to isolate individual factors for experimentation are routinely ignored by practitioners who judge them irrelevant amid the complexities of classrooms in action. Thus while organising concepts in the area of teaching and leaning of specific type of mathematical contents, teachers commonly group topics into fields such as arithmetic, algebra, geometry, calculus etc There has been research focussed on the special problems of teaching each of these curricuiar areas. However, topics in these separate fields often present similar structures as learning tasks such as - performance of a routine skills, state or apply conditions for use of a mathematical term, probe principles relating operations, construction of solutions to non routine problems etc.