Literaturnachweis - Detailanzeige
Autor/inn/en | Torbeyns, Joke; Verschaffel, Lieven; Ghesquiere, Pol |
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Titel | Strategic Aspects of Simple Addition and Subtraction: The Influence of Mathematical Ability |
Quelle | In: Learning and Instruction, 14 (2004) 2, S.177-195 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0959-4752 |
DOI | 10.1016/j.learninstruc.2004.01.003 |
Schlagwörter | Arithmetic; Mathematical Aptitude; Learning Strategies; Grade 2; Mathematics Skills; Mathematics Achievement; Change Strategies; Foreign Countries; Belgium Addition; Arithmetik; Arithmetikunterricht; Rechnen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Lösungsstrategie; Ausland; Belgien |
Abstract | This study investigated ability-related differences in strategy use and development in the domain of simple arithmetic, in terms of the model of strategic change, using the choice/no-choice method and the chronological-age/ability-level-match design. Twenty-six second-graders with strong mathematical abilities (MA), 25 second-graders with weak MA, and 20 third-graders matched on MA with the strong second-graders solved 36 additions and subtractions with the bridge over 10 in 4 conditions. In the choice condition, children could choose between retrieval, decomposition to 10, and counting on. In the three no-choice conditions, they had to solve all problems with retrieval, decomposition to 10, or counting on. Results revealed differences in strategy use between strong and weak second-graders, but not between strong second-graders and matched third-graders, which indicates that the strategy development of children with weaker MA is marked by a delay. The theoretical, methodological, and practical implications of the study are discussed in detail. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |