How training on exact or approximate mental representations of number can enhance first-grade students' basic number processing and arithmetic skills.

Autor/inn/en	Obersteiner, Andreas; Reiss, Kristina; Ufer, Stefan
Titel	How training on exact or approximate mental representations of number can enhance first-grade students' basic number processing and arithmetic skills.
Quelle	In: Learning and instruction, (2013) 23, S. 125-135Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2012.08.004
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Interventionsstudie; Kognitive Entwicklung; Arithmetik; Deutschland; Grundschule; Schüler; Zahlensystem; Bildungsforschung; Kognitive Entwicklung; Grundschule; Schüler; Arithmetik; Mathematische Kompetenz; Mathematisches Denken; Zahlensystem; Zahlenverständnis; Deutschland
Abstract	Theories of psychology and mathematics education recommend two instructional approaches to develop students' mental representations of number: The "exact" approach focuses on the development of exact representations of organized dot patterns; the "approximate" approach focuses on the approximate representation of analogue magnitudes. This study provides for the first time empirical evidence for the specific effects of these approaches by implementing them in a highly controlled learning environment. 147 first-graders were randomly assigned to one of three intervention groups that used an "exact", an "approximate", or both versions of the same computer game, or to a control group. Performance on tasks requiring exact or approximate number processing as well as achievement in arithmetic were measured before and after the intervention. Results show that performance improved on tasks related to the exact or approximate number aspect trained, but there was no crossover effect. Achievement in arithmetic increased for the experimental groups and tended to be higher after only exact or only approximate training. Implications for teaching and learning in the classroom are discussed. (DIPF/Orig.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4