The Effect on Students' Arithmetic Skills of Teaching Two Differently Structured Calculation Methods

Autor/inn/en	Engvall, Margareta; Samuelsson, Joakim; Östergren, Rickard
Titel	The Effect on Students' Arithmetic Skills of Teaching Two Differently Structured Calculation Methods
Quelle	In: Problems of Education in the 21st Century, 78 (2020) 2, S.167-194 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Engvall, Margareta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Quantitative Daten; Mathematics Skills; Teaching Methods; Elementary School Students; Grade 2; Foreign Countries; Mathematics Instruction; Instructional Effectiveness; Children; Concept Formation; Knowledge Level; Direct Instruction; Computation; Arithmetic; Sweden + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Child; Kind; Kinder; Concept learning; Begriffsbildung; Wissensbasis; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Schweden
Abstract	Mastering traditional algorithms has formed mathematics teaching in primary education. Educational reforms have emphasized variation and creativity in teaching and using computational strategies. These changes have recently been criticized for lack of empirical support. This research examines the effect of teaching two differently structured written calculation methods on teaching arithmetic skills (addition) in grade 2 in Sweden with respect to students' procedural, conceptual and factual knowledge. A total of 390 students (188 females, 179 males, gender not indicated for 23) were included. The students attended 20 classes in grade 2 and were randomly assigned to one of two methods. During the intervention, students who were taught and had practiced traditional algorithms developed their arithmetic skills significantly more than students who worked with the decomposition method with respect to procedural knowledge and factual knowledge. These results provided no evidence that the development of students' conceptual knowledge would benefit more from learning the decomposition method compared to traditional algorithm. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01