It Pays to Be Organized: Organizing Arithmetic Practice around Equivalent Values Facilitates Understanding of Math Equivalence

Autor/inn/en	McNeil, Nicole M.; Chesney, Dana L.; Matthews, Percival G.; Fyfe, Emily R.; Petersen, Lori A.; Dunwiddie, April E.; Wheeler, Mary C.
Titel	It Pays to Be Organized: Organizing Arithmetic Practice around Equivalent Values Facilitates Understanding of Math Equivalence
Quelle	In: Journal of Educational Psychology, 104 (2012) 4, S.1109-1121 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0028997
Schlagwörter	Arithmetic; Elementary School Students; Grade 2; Grade 3; Mathematical Concepts; Fundamental Concepts; Mathematics Instruction; Elementary School Mathematics; Organization; Drills (Practice); Homework; Comprehension; Pretests Posttests; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Grundlagenplan; Konzept; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Organisation; Organisationsstruktur; Hausaufgabe; Verstehen; Verständnis; Unterrichtserfolg
Abstract	This experiment tested the hypothesis that organizing arithmetic fact practice by equivalent values facilitates children's understanding of math equivalence. Children (M age = 8 years 6 months, N = 104) were randomly assigned to 1 of 3 practice conditions: (a) equivalent values, in which problems were grouped by equivalent sums (e.g., 3 + 4 = 7, 2 + 5 = 7, etc.), (b) iterative, in which problems were grouped iteratively by shared addend (e.g., 3 + 1 = 4, 3 + 2 = 5, etc.), or (c) no extra practice, in which children did not receive any practice over and above what they ordinarily receive at school and home. Children then completed measures to assess their understanding of math equivalence. Children who practiced facts organized by equivalent values demonstrated a better understanding of math equivalence than children in the other 2 conditions. Results suggest that organizing arithmetic facts into conceptually related groupings may help children improve their understanding of math equivalence. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10