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ERIC Number: EJ1007764
Record Type: Journal
Publication Date: 2013-Feb
Pages: 7
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1041-6080
Children's Additive Concepts: Promoting Understanding and the Role of Inhibition
Robinson, Katherine M.; Dube, Adam K.
Learning and Individual Differences, v23 p101-107 Feb 2013
This study investigated the promotion of children's understanding and acquisition of arithmetic concepts and the effects of inhibitory skills. Children in Grades 3, 4, and 5 solved two sets of three-term addition and subtraction problems (e.g., 3 + 24 - 24, 3 + 24 - 22) and completed an inhibition task. Half of the participants received a demonstration of conceptually-based shortcuts between problem sets. All participants increased their use of the inversion shortcut (stating that the answer to a problem of the form a + b - b was the first number without any calculations) across a problem set but only the participants who received the demonstration increased their associativity shortcut use (subtracting first and then adding on a problem of the form a + b - c), particularly if they evaluated the shortcut as being better than a traditional left-to-right computational algorithm (adding then subtracting). Four clusters of participants using varying degrees of conceptually-based shortcuts were identified. Participants with weak inhibition skills were more likely to use a strategy that mixed conceptual knowledge and a computational algorithm suggesting that although they had conceptual knowledge, they had difficulties inhibiting a well-learned computational algorithm. (Contains 4 tables and 2 figures.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A