Do lower-achieving children profit from derived facts-based teaching of basic multiplication? Findings from a design research study - Arithmetic and number systems Access content directly
Conference Papers Year : 2017

Do lower-achieving children profit from derived facts-based teaching of basic multiplication? Findings from a design research study

Abstract

We present findings made during the first cycle of an ongoing design research study on the working out of basic multiplication in 8 Austrian classes. Their teachers had tried to implement an instructional design that put conceptual understanding and derived facts strategies centre stage. Focusing on the degree of fact mastery reached at the end of grade 3, we present a typology of strategy use within a sample of 48 students. We take a closer look at lower-achieving students, in particular those 8 students who had little if any success in mastering basic multiplication. While 6 of them used derived facts strategies quite often, their deficiencies either in adding and subtracting or with regard to the conceptual basis of derived facts strategies seem to have hindered them from mastering more facts. We discuss implications for the planned second cycle of the study.
Fichier principal
Vignette du fichier
TWG02_06.pdf (686.49 Ko) Télécharger le fichier
Origin : Files produced by the author(s)
Loading...

Dates and versions

hal-01873475 , version 1 (13-09-2018)

Identifiers

  • HAL Id : hal-01873475 , version 1

Cite

Michael Gaidoschik, Kora Maria Deweis, Silvia Guggenbichler. Do lower-achieving children profit from derived facts-based teaching of basic multiplication? Findings from a design research study. CERME 10, Feb 2017, Dublin, Ireland. ⟨hal-01873475⟩
111 View
176 Download

Share

Gmail Facebook X LinkedIn More