Young Children's Use of a Shortcut to Solve Addition Problems

Autor/inn/en	Paliwal, Veena; Baroody, Arthur J.; Reid, Erin E.; Purpura, David J.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Young Children's Use of a Shortcut to Solve Addition Problems
Quelle	(2012), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Arithmetic; Mental Computation; Mathematics Instruction; Educational Technology; Learning Strategies; Intervention; Instructional Effectiveness; Numbers; Mathematical Concepts; Grade 1; Elementary School Mathematics; Mathematics Achievement + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kopfrechnen; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Zahlenraum; School year 01; 1. Schuljahr; Schuljahr 01; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The primary purpose of the study was to determine if computer-based training programs promoted fluent and flexible use of reasoning strategies to solve addition problems using different tasks. Specifically, does participation in strategy training result in the fluent application of the target strategy on a traditional mental arithmetic task? Does participation in strategy training result in the flexible application of the target strategy on an alternative shortcut task? The research was conducted in five schools in two districts serving a mid-sized midwestern community. The findings of this study reveal the importance of near-doubles and make-ten strategies in achieving fluency with addition of single-digit number combinations. The intervention was effective in helping participants to move from developmental phase 1 (counting) to developmental phase 2 (reasoning) with near-doubles number combinations and developmental phase 3 (recall of specific facts or automatic reasoning strategies) with make-ten number combinations. In order to understand what constitutes the use of a shortcut strategy, there is a need to understand the foundation of these strategies. (Contains 1 figure and 4 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10