Errors in Children's Subtraction
Errors in Children's Subtraction
复制标题
儿童减法中的错误
DOI：
10.1207/s15516709cog0502_3
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发表时间：
1981
期刊：
影响因子：
--
通讯作者：
T. O'Shea
中科院分区：
文献类型：
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作者：
R. M. Young;T. O'Shea
儿童在减法运算中出现的许多错误是由于使用了不正确的策略，而不是由于对数字事实的不正确回忆。一个生产系统进行书面减法，这是符合早期的分析性质，这样的认知技能。学生使用的大多数不正确的策略可以通过产生系统中的简单变化来原则性地解释，例如省略个别规则或纳入适合于其他算术任务的规则。生产系统模型进行评估，对语料库的1500多个减法问题所做的10岁的孩子，并占约三分之二的（非数字事实）的错误。它还提供了一个替代的，更简单的解释，由布朗和伯顿（1978年）分析的减法错误。对教学的一些影响进行了讨论。
Many of the errors that occur in children's subtraction are due to the use of incorrect strategies rather than to the incorrect recall of number facts. A production system is presented for performing written subtraction which is consistent with an earlier analysis of the nature of such a cognitive skill. Most of the incorrect strategies used by schoolchildren can be accounted for in a principled way by simple changes in the production system, such as the omission of individual rules or the inclusion of rules appropriate to other arithmetical tasks. The production system model is evaluated against a corpus of over 1500 subtraction problems done by 10-year olds and is shown to account for about two-thirds of the (nonnumber fact) errors. It also provides an alternative, simpler interpretation of the subtraction errors analysed by Brown and Burton (1978) . Some implications for teaching are discussed.