Is Counting Hindering Learning? An Investigation into Children's Proficiency with Simple Addition and Their Flexibility with Mental Computation Strategies

Autor/inn/en	Hopkins, Sarah; Russo, James; Siegler, Robert
Titel	Is Counting Hindering Learning? An Investigation into Children's Proficiency with Simple Addition and Their Flexibility with Mental Computation Strategies
Quelle	In: Mathematical Thinking and Learning: An International Journal, 24 (2022) 1, S.52-69 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopkins, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2020.1842968
Schlagwörter	Addition; Grade 3; Grade 4; Elementary School Students; Problem Solving; Learning Strategies; Error Patterns; Cognitive Processes; Mental Computation; Teaching Methods; Mathematics Teachers; Learning Problems; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fehlertyp; Cognitive process; Kognitiver Prozess; Kopfrechnen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lernproblem; Ausland; Australien
Abstract	There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 166 third and fourth grade children to identify a group of children (called accurate-min-counters) who frequently solved simple single-digit addition problems using a min-counting strategy and were accurate using it. We investigated if these children were adaptive when it came to using retrieval for simple addition and if they were disadvantaged when it came to demonstrating mental computational flexibility with multi-digit addition. We found accurate-min-counters represented over 30% of participants. These children were often incorrect when they were required to use retrieval for simple addition and were less flexible than most peers with mental computation strategies. The findings indicate that educators should be concerned about the prevalence of accurate-min-counting and call into question the widely held view that it is mostly children with a mathematics learning disability (or persistent low achievement) who display the protracted use of counting-based strategies for simple addition. Further research is needed to investigate if, and how, current teaching approaches are encouraging children to rely on counting beyond a time when it is advantageous to do so. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01