Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems
Abstract
:1. Introduction
2. Division Problems
3. Strategies for Solving Division Problems
4. Strategy Choice and Errors When Solving Multi-Digit Division Problems
5. Objectives and Methodology
5.1. Sample Selection and Description
5.2. Research Strategy and Methods
5.3. The Problems
5.4. Data Analysis
6. Results
6.1. Inheritance Problem
6.1.1. Traditional Algorithm
6.1.2. Decomposition
6.1.3. Algebraic
6.2. Meal Problem
6.2.1. Traditional Algorithm
6.2.2. Varying
6.2.3. Guess and Check
6.2.4. Algebraic
6.3. Chewing Gum Problem
6.3.1. Traditional Algorithm
6.3.2. Varying
6.3.3. Sequential
6.3.4. Algebraic
7. Discussion
8. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Problem Number (Short Name) | Posed Problem |
---|---|
Problem 1 (inheritance) | A grandfather wants to distribute his inheritance of € 3010 equally among his three grandchildren. How much money will each heir receive? |
Problem 2 (a meal) | After paying for a meal, eight friends are sharing the change of € 7.2. How much does each one receive? |
Problem 3 (chewing gum) | I have € 4.5 to spend on packages of chewing gum that cost € 0.9 each. How many packages can I buy? |
Strategy Name | Strategy Employed | Correct Solution | Partially Correct Solution | Correct Approach | Correct Process |
---|---|---|---|---|---|
Traditional algorithm | 74.0% | 11.7% | 26.0% | 100% | 42.9% |
Decomposition | 19.2% | 0% | 35.0% | 100% | 100% |
Algebraic | 6.7% | 0% | 0% | 0% | 0% |
Strategy Name | Strategy Employed | Correct Solution | Correct Approach | Correct Process |
---|---|---|---|---|
Traditional algorithm | 63.5% | 39.4% | 75.8% | 57.6% |
Varying | 7.7% | 75.0% | 75.0% | 75.0% |
Guess and check | 5.7% | 100% | 100% | 100% |
Algebraic | 3.8% | 0% | 0% | 0% |
Strategy Name | Strategy Employed | Correct Solution | Correct Approach | Correct Process |
---|---|---|---|---|
Traditional algorithm | 19.2% | 60.0% | 100% | 60.0% |
Varying | 10.6% | 100% | 100% | 100% |
Sequential | 25.0% | 88.5% | 100% | 88.5% |
Algebraic | 37.5% | 41.0% | 69.2% | 69.2% |
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Ortiz-Laso, Z.; Diego-Mantecón, J.-M. Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems. Sustainability 2020, 12, 10217. https://doi.org/10.3390/su122310217
Ortiz-Laso Z, Diego-Mantecón J-M. Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems. Sustainability. 2020; 12(23):10217. https://doi.org/10.3390/su122310217
Chicago/Turabian StyleOrtiz-Laso, Zaira, and José-Manuel Diego-Mantecón. 2020. "Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems" Sustainability 12, no. 23: 10217. https://doi.org/10.3390/su122310217