The Effect of Goal-Line Presentation and Goal Selection on First-Grader Subtraction Fluency

Autor/inn/en	Gross, Thomas J.; Duhon, Gary J.; Hansen, Brooke; Rowland, Julie E.; Schutte, Greg; Williams, Joey
Titel	The Effect of Goal-Line Presentation and Goal Selection on First-Grader Subtraction Fluency
Quelle	In: Journal of Experimental Education, 82 (2014) 4, S.555-571 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2013.813369
Schlagwörter	Elementary School Mathematics; Numeracy; Subtraction; Goal Orientation; Grade 1; Rewards; Graphs; Feedback (Response); Hypothesis Testing; Pretests Posttests; Mathematics Skills; Timed Tests; Statistical Analysis + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Rechenkompetenz; Subtraktion; Zielorientierung; Zielvorstellung; School year 01; 1. Schuljahr; Schuljahr 01; Reward; Belohnung; Grafische Darstellung; Hypothesenprüfung; Hypothesentest; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Statistische Analyse
Abstract	Math proficiency is related to math calculation fluency. Explicit timing provides repeated practice for math fluency. It is enhanced through goal setting, graphic feedback, and rewards. Self-selected goals have potential to increase performance for math fluency. This study compared the effect of goal lines, and researcher goals versus self-selected goals. The authors compared three groups: (a) researcher-selected goals only, (b) researcher-selected goals with goal lines, and (c) self-selected goals with goal lines. First-grade students completed subtraction probes and colored in a bar graph with their performance. When participants met or exceeded their goals, participants received rewards twice per week. Results indicated that the researcher-selected goals with goal lines procedures with explicit timing had the greatest effect on subtraction fluency for first-grade students. The researcher-selected goals with goal lines and self-selected goals with goal lines groups outperformed the researcher-selected goals-only group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10