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ERIC Number: ED062195
Record Type: RIE
Publication Date: 1972-Mar
Pages: 66
Abstractor: N/A
Reference Count: 0
The Relative Effectiveness of Two Different Instructional Sequences Designed to Teach the Addition and Subtraction Algorithms.
Wiles, Clyde A.; And Others
Two sequences of activities were developed to provide instruction on the algorithms for addition and subtraction of two-digit numbers. In the integrated sequence (I) the mechanics of "carrying" and "borrowing" were treated as a single process "regrouping." In the sequential treatment (S) the addition algorithm was developed before the subtraction algorithm. Students of two second-grade classes were randomly reassigned to either group S or group I. Profiles were generated by item sampling. Group means were estimated for addition, subtraction and total performance every three days. Also, on the eighteenth day all children were administered a 20-item achievement test. Overall differences in group performance were not significant. Some differences in performance on operations at specific times were significant and favored group S. (Author/MM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: Draft