Abstract
This study investigated the developmental relationship between children's mental representations of the arithmetic change problem structure (the change problem schema) and their use of part-whole strategies to solve change problems. Two hypotheses were contrasted. The first suggests that part-whole knowledge is a prerequisite for the development of the change problem schema. The second suggests that the change problem schema provides a framework for the development of part-whole knowledge. Part-whole knowledge was inferred from children's abilities to solve the most difficult type of change problem, that with start set unknown. The change problem schema was inferred from children's abilities to anticipate completion of the how many? question when given all information about the problem except the question. Only children who used part-whole strategies performed at greater than chance levels on the question generation measure. Part-whole knowledge, therefore, was seen as a prerequisite for the change prob...
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