KOREAN CHILDRENS UNDERSTANDING OF MULTIDIGIT ADDITION AND SUBTRACTION
KOREAN CHILDRENS UNDERSTANDING OF MULTIDIGIT ADDITION AND SUBTRACTION
复制标题
DOI：
10.2307/1131494
复制
发表时间：
1992-04-01
影响因子：
4.6
通讯作者：
KWON, Y
中科院分区：
文献类型：
--
作者：
FUSON, KC;KWON, Y
这项研究考察了韩国二年级和三年级学生对多位数加法和减法的理解，特别是他们解释当加数的列和为 10 或更大时所需的交易的能力。 韩国首尔两所学校的 72 名二年级和三年级儿童（年中访谈时年龄分别为 7-4 至 8-4 岁和 8-4 至 9-4 岁）被要求解决以垂直形式给出的 2 位数和 3 位数问题，然后接受单独访谈，了解他们对这些问题的概念理解。 尽管二年级学生尚未在学校接受过有关三位数问题的指导，但这两个年级的孩子都能非常准确地解决多位数加法和减法问题，并表现出对地值名称“十”和“百”的了解。 每个孩子也正确地将个位和十列之间的交易识别为交易十。 大多数三年级学生将加法题中“百”栏中写的 1 识别为“一百”，但一半的二年级学生将其识别为“十”。 大多数三年级学生还正确描述了顶部数字有 2 个零的 3 位数减法问题所需的交易（重组、借用）。 孩子们在讨论已解决的问题时使用了 3 种不同的概念结构：多单位数量结构、常规的一/十交易结构以及这两者的组合。 这些结果与有关美国儿童的表现和概念结构的文献进行了比较。
This study examined Korean second and third graders' understanding of multidigit addition and subtraction and particularly their ability to explain the trading required when a column sum of the addends is 10 or more. 72 middle-class second- and third-grade children (aged 7-4 to 8-4 and 8-4 to 9-4, respectively, at the time of the midyear interview) attending 2 schools in Seoul, Korea, were asked to solve 2-and 3-digit problems given in vertical form and then were individually interviewed about their conceptual understanding of such problems. Even though the second graders had not yet received instruction in school on 3-digit problems, children in both grades were quite accurate solvers of the multidigit addition and subtraction problems and demonstrated knowledge of the place-value names "ten" and "hundred." Every child also correctly identified the trade between the ones and tens columns as a traded ten. Most of the third graders identified the 1 written in the hundreds column on the addition problems as a hundred, but half of the second graders identified it as a ten. Most of the third graders also gave correct descriptions of the trading (regrouping, borrowing) required by a 3-digit subtraction problem with 2 zeros in the top number. Children used 3 different conceptual structures in discussing the already-solved problems: a multiunit quantities structure, a regular one/ten trades structure, and a combination of these two. These results are compared to the literature on the performance and conceptual structures of children in the United States.