Development and variance components in single-digit addition strategies in year one

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In this paper, we aim to quantify students’ development of mental strategies in single-digit addition over a five months period in six Danish year one classes dependent on their initial stage based on assessment interviews of 83 year one students’ strategy use when answering 36 single-digit addition tasks. Students were interviewed twice (autumn and spring). Students using direct retrieval the least at interview 1 had the highest increase in proportional use at interview 2, whereas students using it the most showed no mean increase. For counting and derived fact, the change from interview 1 to 2 was constant irrespective of initial use. Analysis of how much of the variation in change in proportional use of different strategies was explained by different factors showed that 60-83% of the total variation was explained by the students’ initial strategy use. Factors attributable to the specific learning environment and instructional practice did not explain any significant variation.
OriginalsprogEngelsk
TitelProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
RedaktørerU.T. Jankvist, Marja Van den Heuvel-Panhuizen, Michiel Veldhuis
Antal sider8
UdgivelsesstedUtrecht
ForlagEuropean Society for Research in Mathematics Education
Udgivelsesår2019
StatusUdgivet - 2019
BegivenhedEleventh Congress of the European Society for Research in Mathematics Education (CERME11) - Utrecht, Holland
Varighed: 6 feb. 201910 feb. 2019
Konferencens nummer: 11

Konference

KonferenceEleventh Congress of the European Society for Research in Mathematics Education (CERME11)
Nummer11
LandHolland
ByUtrecht
Periode06/02/201910/02/2019

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