Efficiency and Adaptiveness of Multiple School-Taught Strategies in the Domain of Simple Addition [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.

Autor/inn/en	Torbeyns, Joke; Verschaffel, Lieven; Ghesquiere, Pol
Titel	Efficiency and Adaptiveness of Multiple School-Taught Strategies in the Domain of Simple Addition [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004.
Quelle	(2004), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Grade 1; Mathematics Skills; Elementary School Mathematics; Mathematics Instruction; Foreign Countries; Arithmetic; Cognitive Processes; Cognitive Style; Learning Strategies; Computation; Belgium + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Belgien
Abstract	This study investigated the fluency with which first-graders with strong, moderate, or weak mathematical abilities apply the decomposition-to-10 and tie strategy on almost-tie sums with bridge over 10. It also assessed children's memorized knowledge of additions up to 20. Children's strategies were analysed in terms of Lemaire and Siegler's model of strategic change, using the choice/no-choice method. Results showed that the children applied both the decomposition-to-10 and the tie strategy efficiently and adaptively. Furthermore, the first-graders had already memorized the correct answer to more than half of the tie sums. Finally, children with strong mathematical abilities applied the different strategies more efficiently but not more adaptively than their mathematically weaker peers. [For complete proceedings, see ED489597.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10