Addition and subtraction of three-digit numbers: adaptive strategy use and the influence of instruction in German third grade.

Autor/inn/en	Heinze, Aiso; Marschick, Franziska; Lipowsky, Frank
Titel	Addition and subtraction of three-digit numbers: adaptive strategy use and the influence of instruction in German third grade.
Quelle	In: ZDM : mathematics education, 41 (2009) 5, S. 591-604 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-009-0205-5
Schlagwörter	Empirische Untersuchung; Forschung; Problemlösen; Primarbereich; Addition; Mathematikunterricht; Subtraktion; Flexibilität; Strategie
Abstract	Empirical findings show that many students do not achieve the level of a flexible and adaptive use of arithmetic computation strategies during the primary school years. Accordingly, educators suggest a reform-based instruction to improve students' learning opportunities. In a study with 245 German third graders learning by textbooks with different instructional approaches, we investigate accuracy and adaptivity of students' strategy use when adding and subtracting three-digit numbers. The findings indicate that students often choose efficient strategies provided they know any appropriate strategies for a given problem. The proportion of appropriate and efficient strategies students use differs with respect to the instructional approach of their textbooks. Learning with an investigative approach, more students use appropriate strategies, whereas children following a problem-solving approach show a higher competence in adaptive strategy choice. Based on these results, we hypothesize that different instructional approaches have different advantages and disadvantages regarding the teaching and learning of adaptive strategy use.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/3