An Intervention Study on Mental Computation for Second Graders in Taiwan

Autor/inn/en	Yang, Der-Ching; Huang, Ke-Lun
Titel	An Intervention Study on Mental Computation for Second Graders in Taiwan
Quelle	In: Journal of Educational Research, 107 (2014) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2012.753854
Schlagwörter	Foreign Countries; Mental Computation; Grade 2; Intervention; Instructional Effectiveness; Control Groups; Experimental Groups; Learning Strategies; Teaching Methods; Addition; Subtraction; Performance Based Assessment; Mathematics Achievement; Achievement Gains; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Kopfrechnen; School year 02; 2. Schuljahr; Schuljahr 02; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Subtraktion; Leistungsermittlung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung
Abstract	The authors compared the mental computation performance and mental strategies used by an experimental Grade 2 class and a control Grade 2 class before and after instructional intervention. Results indicate that students in the experimental group had better performance on mental computation. The use of mental strategies (counting, separation, aggregation, and holistic) and atypical strategies in the control group decreased or even disappeared after the intervention. However, students in the experimental group could apply higher level mental strategies, such as aggregation, holistic, short-jump, and atypical strategies after the intervention. These findings indicate that the teaching of the vertical addition/subtraction algorithm does not promote the development of mental computation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10