ERIC Number: ED142392
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
An Analysis of the Effects of the Use of Manipulatives and Problem "Chunking" on First Grade Children's Addition and Subtraction Problem Solving Modeling and Accuracy.
Shores, Jay H.; Underhill, Robert G.
To ascertain if children's use of manipulatives and/or the teacher's presentation of the problem in parts (chunking) affect children's ability to model and/or solve addition and/or subtraction problems, 146 first-grade subjects were administered the Houston Addition and Subtraction Problem-Solving Test which provided accuracy and modeling scores for two addition and three subtraction problem types. The test was presented in holistic (not chunked) and parsimonious (chunked) forms. Results indicated that chunking significantly affects children's ability to solve nontransformational addition problems. The interaction of chunking and modeling significantly improved the subjects' ability to solve take-away subtraction problems. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association (New York, New York, April 4-8, 1977); Not available in hard copy due to marginal legibility of original document