Patterns of Knowledge in Children's Addition

Abstract

Patterns of conceptual and procedural knowledge of addition were examined in 5- to 8-year-olds (N = 80). Conceptual knowledge was measured by assessing children's responses to problems in which addends were reordered or decomposed and recombined. Problems were presented using abstract symbols, numbers, and physical objects. Children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decomposition of addends presented with objects rather than with symbols. Distinct profiles of procedural competence were derived from an analysis of children's problem-solving accuracy and strategies. Profiles were associated with patterns of conceptual kn..