A Districtwide Study of Automaticity When Included in Concept-Based Elementary School Mathematics Instruction

Autor/inn/en	McGee, Daniel; Richardson, Patrick; Brewer, Meredith; Gonulates, Funda; Hodgson, Theodore; Weinel, Rebecca
Titel	A Districtwide Study of Automaticity When Included in Concept-Based Elementary School Mathematics Instruction
Quelle	In: School Science and Mathematics, 117 (2017) 6, S.259-268 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Elementary School Mathematics; Mathematics Instruction; Curriculum Implementation; Standardized Tests; Drills (Practice); Memorization; Elementary Schools; Number Systems; Number Concepts + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Gedächtnistraining; Elementary school; Grundschule; Volksschule; Number system; Zahlensystem; Number concept; Zahlbegriff
Abstract	While conceptual understanding of properties, operations, and the base-ten number system is certainly associated with the ability to access math facts fluently, the role of math fact memorization to promote conceptual understanding remains contested. In order to gain insight into this question, this study looks at the results when one of three elementary schools in a school district implements mandatory automaticity drills for 10 minutes each day while the remaining two elementary schools, with the same curriculum and very similar demographics, do not. This study looks at (a) the impact that schoolwide implementation of automaticity drills has on schoolwide computational math skills as measured by the ITBS and (b) the relationship between automaticity and conceptual understanding as measured by statewide standardized testing. The results suggest that while there may be an association between automaticity and higher performance on standardized tests, caution should be taken before assuming there are benefits to promoting automaticity drills. These results are consistent with those that support a process-driven approach to automaticity based on familiarity with properties and strategies associated with the base-ten number system; they are not consistent with those that support an answer-driven approach to automaticity based on memorization of answers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01