Strategies and Performance in Elementary Students' Three-Digit Mental Addition

Autor/in	Csíkos, Csaba
Titel	Strategies and Performance in Elementary Students' Three-Digit Mental Addition
Quelle	In: Educational Studies in Mathematics, 91 (2016) 1, S.123-139 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-015-9658-3
Schlagwörter	Elementary School Mathematics; Elementary School Students; Addition; Mental Computation; Educational Strategies; Problem Solving; Reaction Time; Cognitive Style; Task Analysis; Mathematics Achievement; Mathematics Activities; Mathematics Skills; Mathematical Aptitude; Comparative Analysis; Teaching Methods; Grade 4 + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Kopfrechnen; Lehrstrategie; Problemlösen; Reaktionsvermögen; Cognitive styles; Kognitiver Stil; Aufgabenanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	The focus of this study is the relationship between students' performance in mental calculation and the strategies they use when solving three-digit mental addition problems. The sample comprises 78 4th grade students (40 boys and 38 girls). Their mean age was 10 years and 4 months. The main novelties of the current research include (1) exploration of the relationship between strategy use and response time, (2) revealing the uniformity of the strategies used throughout the series of tasks, and (3) pointing out between-school differences in strategy use, but not in success rate or response time. Although connections between strategy use and success have been demonstrated, about half of the students insisted on one given strategy throughout the series of eight tasks. The results indicate that teachers developed their students' mental calculation skills in a way such that some strategies became preferred and others ignored. In the discussion a comparison to previous research results and educational implications are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01