Arithmetic Accuracy in Children from High- and Low-Income Schools: What Do Strategies Have to Do with It?

Autor/inn/en	Laski, Elida V.; Schiffman, Joanna; Vasilyeva, Marina; Ermakova, Anna
Titel	Arithmetic Accuracy in Children from High- and Low-Income Schools: What Do Strategies Have to Do with It?
Quelle	In: AERA Open, 2 (2016) 2, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Kindergarten; Grade 1; Arithmetic; Accuracy; Socioeconomic Status; Problem Solving; Error Patterns; Advantaged; Low Income Students; Cognitive Processes; Learning Strategies; Urban Schools; Massachusetts + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Socio-economic status; Sozioökonomischer Status; Problemlösen; Fehlertyp; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Master-Studiengang
Abstract	This study investigated income group differences in kindergartners' and first graders' (N = 161) arithmetic by examining the link between accuracy and strategy use on simple and complex addition problems. Low-income children were substantially less accurate than high-income children, in terms of both percentage of correctly solved problems and the magnitude of errors, with low-income first graders being less accurate than high-income kindergartners. Higher-income children were more likely to use sophisticated mental strategies than their lower-income peers, who used predominantly inefficient counting or inappropriate strategies. Importantly, this difference in strategies mediated the relation between income group and addition. Examining underlying strategies has implications for understanding income group differences in arithmetic and potential means of remedying it via instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01