Fostering First-Graders' Reasoning Strategies with the Most Basic Sums

Autor/inn/en	Purpura, David J.; Baroody, Arthur J.; Eiland, Michael D.; Reid, Erin E.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Fostering First-Graders' Reasoning Strategies with the Most Basic Sums
Quelle	(2012), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discovery Learning; Reading Instruction; Feedback (Response); Beginning Reading; Grade 1; Elementary School Students; Teaching Methods; Conventional Instruction; Intervention; Comparative Analysis; Transfer of Training; Logical Thinking; Thinking Skills; Mathematics Skills; Mathematics Achievement; Arithmetic; Program Effectiveness + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Leseunterricht; Erstleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	In a meta-analysis of 164 studies, Alfieri, Brooks, Aldrich, and Tenenbaum (2010) found that assisted discovery learning was more effective than explicit instruction or unassisted discovery learning and that explicit instruction resulted in more favorable outcomes than unassisted discovery learning. In other words, "unassisted discovery does not benefit learners, whereas feedback, worked examples, scaffolding, and elicited explanations do." The primary aim of the present research was to compare structured discovery, unstructured discovery (haphazard practice), and business-as-usual in fostering fluency with add-1 and doubles combinations. Interventions were conducted during the school day as pullout, 1-on-1, training sessions at five elementary schools in two school districts serving a medium-size Mid-western city. Participants in the unstructured add-1 training achieved comparable gains in fluency with n+1/1+n items as those in the structured add-1, and children in these groups achieved greater fluency with n+1/1+n items than did peers with active-control group (cf. Alfieri et al., 2011). In contrast, the structured doubles condition was more effective than the unstructured practice group in promoting transfer to unpracticed doubles. (Contains 4 figures and 5 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10