Critiques: Cognitive Development and Children's Solutions to Verbal Arithmetic Problems: A Critique

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  • 1 University of Georgia

One primary reason for writing this critique of the report by Hiebert, Carpenter, and Moser (1982) is to emphasize the intricate relationship between theory and data. First, we question the classical empiricist assumption that observation is free from the prejudices of theory. We then consider the role that explanatory theoretical constructs played in the study. Finally, we discuss briefly a claim that number conservation is not a readiness variable for acquiring counting strategies.

Journal for Research in Mathematics Education

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