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ERIC Number: EJ786729
Record Type: Journal
Publication Date: 2008-Mar
Pages: 31
Abstractor: Author
Reference Count: 41
ISSN: ISSN-0021-8251
First-Grade Basic Facts: An Investigation into Teaching and Learning of an Accelerated, High-Demand Memorization Standard
Henry, Valerie J.; Brown, Richard S.
Journal for Research in Mathematics Education, v39 n2 p153-183 Mar 2008
California is one of 4 states that have accelerated addition and subtraction basic-facts memorization. This article reports on teacher practices, first-grade achievement of the standard, and a broader conception of basic-facts competence. Even among students from the highest performing schools, fewer than 11% made progress toward the memorization standard equivalent to their progress through the school year. Several negative correlations between instructional strategies and student retrieval suggest that teachers may benefit from professional development targeted at basic-facts teaching and learning. Textbook reliance was negatively correlated with basic-facts retrieval, suggesting that educators and policymakers may want to reexamine assumptions about the efficacy of traditional first-grade textbooks. This study's findings may prove useful to teachers, professional development trainers, and textbook publishers as they consider ways to improve basic-facts learning among early elementary children. (Contains 5 figures, 11 tables and 12 footnotes.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
IES Cited: ED544189