ERIC Number: EJ1005747
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 111
Can Computer-Assisted Discovery Learning Foster First Graders' Fluency with the Most Basic Addition Combinations?
Baroody, Arthur J.; Eiland, Michael D.; Purpura, David J.; Reid, Erin E.
American Educational Research Journal, v50 n3 p533-573 Jun 2013
In a 9-month training experiment, 64 first graders with a risk factor were randomly assigned to computer-assisted structured discovery of the add-1 rule (e.g., the sum of 7 + 1 is the number after "seven" when we count), unstructured discovery learning of this regularity, or an active-control group. Planned contrasts revealed that the add-1 conditions were more effective than regular instruction/practice in promoting the learning of the add-1 rule. Contrary to the conclusions of Alfieri, Brooks, Aldrich, and Tenenbaum (2011) and Kirschner, Sweller, and Clark (2006), participants in the structured add-1 condition did not outperform those in the unstructured add-1 group on practiced and unpracticed n + 1 and 1 + n items at the posttests. The control participants did not exhibit evidence of learning a general near-doubles reasoning strategy (if 4 + 4 is 8 and 4 + 5 = 4 + 4 + 1, then the sum of 4 + 5 must be 9). The add-1, but not the active-control, participants achieved success, including transfer, because the former had mastered the developmental prerequisites for add-1 rule and the latter had not mastered the prerequisites for the near-doubles strategy. (Contains 4 tables, 6 figures, and 4 notes.)
Descriptors: Prerequisites, Risk, Discovery Learning, Control Groups, Grade 1, Experimental Groups, Pretests Posttests, Comparative Analysis, Mathematics Instruction, Elementary School Students, Instructional Design, Computer Assisted Instruction, Numbers, Numeracy, Computer Software, Intervention, Goal Orientation, Mental Computation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080479