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Autor/inn/en | Funderud, Tonje; Mononen, Riikka; Radišic, Jelena; Laine, Anu |
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Titel | A Comparative Study of Variations in Arithmetic Fluency between Norwegian and Finnish Third Graders |
Quelle | In: European Journal of Special Needs Education, 34 (2019) 5, S.572-585 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Mononen, Riikka) ORCID (Radišic, Jelena) ORCID (Laine, Anu) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0885-6257 |
DOI | 10.1080/08856257.2018.1560618 |
Schlagwörter | Arithmetic; Numeracy; Grade 3; Elementary School Students; Foreign Countries; Comparative Education; Mathematics Skills; Low Achievement; Age Differences; Nonverbal Ability; Gender Differences; Addition; Subtraction; Young Children; Mathematics Instruction; Intelligence Tests; Norway (Oslo); Finland (Helsinki); Raven Progressive Matrices Addition; Arithmetik; Arithmetikunterricht; Rechnen; Rechenkompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Vergleichende Erziehungswissenschaft; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Subtraktion; Frühe Kindheit; Mathematics lessons; Mathematikunterricht; Intelligence test; Intelligenztest |
Abstract | The study aimed to investigate variations in addition and subtraction fluency by observing grade three students in Norway (n = 253, M[ subscript age] = 8.38 y.) and Finland (n = 209, M[subscript age] = 9.35 y.) while controlling for their age and non-verbal reasoning. Gender differences were also examined. The focus of the study was on the performance of the low-achieving (LA) students in comparison to the typically achieving (TA) group, not neglecting differences in how early educational support was organised across the two countries. Two-minute speed tests in both addition and subtraction within the 1-20 number range were used to assess fluency. The Finnish students outperformed students in the Norwegian sample both in addition and subtraction fluency. There were more Norwegian students in the LA group (i.e. performance at or below the 25th percentile) in both addition (37.9% vs. 20.1%) and subtraction (39.1% vs. 15.8%). In comparison to the TA students, the LA students made more errors and skipped over more arithmetic tasks in an attempt to solve them. Observed differences are discussed in relation to both country characteristics concerning early mathematics education and early educational support. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |