Arithmetic Practice Can Be Modified to Promote Understanding of Mathematical Equivalence

Autor/inn/en	McNeil, Nicole M.; Fyfe, Emily R.; Dunwiddie, April E.
Titel	Arithmetic Practice Can Be Modified to Promote Understanding of Mathematical Equivalence
Quelle	In: Journal of Educational Psychology, 107 (2015) 2, S.423-436 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037687
Schlagwörter	Elementary School Mathematics; Elementary School Students; Grade 2; Arithmetic; Algebra; Mathematical Concepts; Workbooks; Equations (Mathematics); Numeracy; Statistical Analysis + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Arbeitsbuch; Equations; Mathematics; Gleichungslehre; Rechenkompetenz; Statistische Analyse
Abstract	This experiment tested if a modified version of arithmetic practice facilitates understanding of math equivalence. Children within 2nd-grade classrooms (N = 166) were randomly assigned to practice single-digit addition facts using 1 of 2 workbooks. In the control workbook, problems were presented in the traditional "operations = answer" format (e.g., 4 + 3 = __) and were organized pseudorandomly throughout the workbook. In the modified workbook, problems were presented with operations on the right side (e.g., __ = 4 + 3), the equal sign was sometimes replaced by relational words (e.g., "is equal to"), and problems were organized by equivalent sums such that several problems in a row would all have the same sum. Children who used the modified workbook constructed a better understanding of math equivalence than did children who used the control workbook. This advantage persisted approximately 5-6 months after the practice had ended, and there were no observed "trade-offs" with computational fluency. A mediation analysis showed that the modified practice improved understanding as intended by decreasing children's reliance on operational patterns. Results suggest that small differences in the organization and format of arithmetic practice can yield substantial differences in children's understanding of fundamental mathematics concepts. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01