How children learn to retrieve answers to basic (single-digit) addition problems and how teachers can support children's learning of retrieval has captivated my attention as a researcher and teacher educator for the last 25 years. In this chapter, I describe this research and explain how I got started with the help of Professor Mike Lawson. I then present findings from a series of microgenetic studies to illustrate the different effects problem-solving practice has on children's development of retrieval.
|Title of host publication||Problem Solving for Teaching and Learning|
|Subtitle of host publication||A Festschrift for Emeritus Professor Mike Lawson|
|Editors||Helen Askell-Williams, Janice Orrell|
|Place of Publication||Abingdon UK|
|Number of pages||19|
|Publication status||Published - 2019|
Hopkins, S. (2019). The advantages and disadvantages of problem-solving practice when learning basic addition facts. In H. Askell-Williams, & J. Orrell (Eds.), Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson (1st ed., pp. 209-227). Routledge. https://doi.org/10.4324/9780429400902-15