First-Grade Basic Facts: An Investigation into Teaching and Learning of an Accelerated, High-Demand Memorization Standard

Autor/inn/en	Henry, Valerie J.; Brown, Richard S.
Titel	First-Grade Basic Facts: An Investigation into Teaching and Learning of an Accelerated, High-Demand Memorization Standard
Quelle	In: Journal for Research in Mathematics Education, 39 (2008) 2, S.153-183 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Textbooks; Memorization; Mathematics Instruction; Mathematical Concepts; Grade 1; Elementary School Mathematics; Academic Standards; State Standards; Arithmetic; Teaching Methods; Faculty Development; Correlation; Numeracy; Teacher Competencies; Mathematical Logic; California + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Gedächtnistraining; Mathematics lessons; Mathematikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Rechenkompetenz; Lehrkunst; Mathematical logics; Mathematische Logik; Kalifornien
Abstract	California is one of 4 states that have accelerated addition and subtraction basic-facts memorization. This article reports on teacher practices, first-grade achievement of the standard, and a broader conception of basic-facts competence. Even among students from the highest performing schools, fewer than 11% made progress toward the memorization standard equivalent to their progress through the school year. Several negative correlations between instructional strategies and student retrieval suggest that teachers may benefit from professional development targeted at basic-facts teaching and learning. Textbook reliance was negatively correlated with basic-facts retrieval, suggesting that educators and policymakers may want to reexamine assumptions about the efficacy of traditional first-grade textbooks. This study's findings may prove useful to teachers, professional development trainers, and textbook publishers as they consider ways to improve basic-facts learning among early elementary children. (Contains 5 figures, 11 tables and 12 footnotes.) (Author).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10