Performance on Addition and Subtraction Problems: Results from Achievement Monitoring Tests--Sandy Bay Study, Working Paper No. 325.

Autor/inn/en	Romberg, Thomas A.; und weitere
Institution	Tasmania Univ., Hobart (Australia).; Wisconsin Center for Education Research, Madison.
Titel	Performance on Addition and Subtraction Problems: Results from Achievement Monitoring Tests--Sandy Bay Study, Working Paper No. 325.
Quelle	(1982), (148 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Addition; Arithmetic; Cognitive Processes; Elementary School Mathematics; Foreign Countries; Grade 1; Grade 2; Grade 3; Mathematics Achievement; Mathematics Education; Mathematics Instruction; Performance Factors; Predictor Variables; Primary Education; Problem Solving; Subtraction; Australia + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive process; Kognitiver Prozess; Elementare Mathematik; Schulmathematik; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Leistungsindikator; Prädiktor; Primarbereich; Problemlösen; Subtraktion; Australien
Abstract	This paper reports the results from one of a series of related, collaborative studies carried out in Sandy Bay, Tasmania, Australia, in 1979 and 1980, examining how young children acquire the skills to represent and solve addition and subtraction problems. The purpose of this study was to relate children's cognitive processing capabilities and their grade level to performance on addition and subtraction test items. Two sets of data were used to assess memory capacity and cognitive processing capacities. Six groups of children were then identified with different specific cognitive characteristics. A sample of children in five classes at Grades 1, 2, and 3 was selected and a set of addition and subtraction problems was administered on three occasions. Items were scored correct or incorrect, and data were summarized for each administration by grade and cognitive level. Differences were found for specific objectives, for instruction over time, and for grade level. Importantly, children who differed in cognitive processing capacity consistently performed differently regardless of other salient factors. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC