Can Computer-Assisted Discovery Learning Foster First Graders' Fluency with the Most Basic Addition Combinations?

Autor/inn/en	Baroody, Arthur J.; Eiland, Michael D.; Purpura, David J.; Reid, Erin E.
Titel	Can Computer-Assisted Discovery Learning Foster First Graders' Fluency with the Most Basic Addition Combinations?
Quelle	In: American Educational Research Journal, 50 (2013) 3, S.533-573 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831212473349
Schlagwörter	Prerequisites; Risk; Discovery Learning; Control Groups; Grade 1; Experimental Groups; Pretests Posttests; Comparative Analysis; Mathematics Instruction; Elementary School Students; Instructional Design; Computer Assisted Instruction; Numbers; Numeracy; Computer Software; Intervention; Goal Orientation; Mental Computation + Suchen Sie Ihr Suchwort? Voraussetzung; Risiko; Entdeckendes Lernen; School year 01; 1. Schuljahr; Schuljahr 01; Mathematics lessons; Mathematikunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Zahlenraum; Rechenkompetenz; Zielorientierung; Zielvorstellung; Kopfrechnen
Abstract	In a 9-month training experiment, 64 first graders with a risk factor were randomly assigned to computer-assisted structured discovery of the add-1 rule (e.g., the sum of 7 + 1 is the number after "seven" when we count), unstructured discovery learning of this regularity, or an active-control group. Planned contrasts revealed that the add-1 conditions were more effective than regular instruction/practice in promoting the learning of the add-1 rule. Contrary to the conclusions of Alfieri, Brooks, Aldrich, and Tenenbaum (2011) and Kirschner, Sweller, and Clark (2006), participants in the structured add-1 condition did not outperform those in the unstructured add-1 group on practiced and unpracticed n + 1 and 1 + n items at the posttests. The control participants did not exhibit evidence of learning a general near-doubles reasoning strategy (if 4 + 4 is 8 and 4 + 5 = 4 + 4 + 1, then the sum of 4 + 5 must be 9). The add-1, but not the active-control, participants achieved success, including transfer, because the former had mastered the developmental prerequisites for add-1 rule and the latter had not mastered the prerequisites for the near-doubles strategy. (Contains 4 tables, 6 figures, and 4 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10