Number-Fact Knowledge and Mathematical Problem-solving of 5- to 7-year-olds
AUTHOR : Jenny Young-Loveridge,Brenda Bicknell
INFORMATION : page. 27~43 / 2015 Vol.9 No.3
This paper examines children’s number fact knowledge in relation to mathematics problem solving.
These findings are derived from a study that set out to explore the impact on mathematics learning of
using multiplication and division contexts with 84 five- to seven-year-old children from diverse cultural
and linguistic backgrounds. After a series of focused lessons, children’s knowledge of number facts,
including single-digit addition, subtraction, and doubles improved substantially. However, children did
not always apply this knowledge to relevant problem-solving situations. The difficulty level for recalling
number facts was not directly related to the magnitude of the numbers, with certain salient facts such as
5+5 and 10+10 learned earlier than facts with smaller sums such as 2+3 and 1+4.