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ERIC Number: EJ939601
Record Type: Journal
Publication Date: 2011-Oct
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0361-476X
Combined Fluency and Cognitive Strategies Instruction Improves Mathematics Achievement in Early Elementary School
Carr, Martha; Taasoobshirazi, Gita; Stroud, Rena; Royer, James M.
Contemporary Educational Psychology, v36 n4 p323-333 Oct 2011
One hundred and seventy-eight second grade students from two states (Georgia and Massachusetts) participated in an experiment in which they were randomly assigned to either (1) a computer program designed to increase fluency in addition and subtraction, (2) a program designed to improve cognitive strategy use for addition and subtraction, (3) a program that combined the fluency and cognitive strategy instruction programs or (4) a control condition. The intervention consisted of 40 half-hour sessions (2 sessions per week for 20 weeks). Prior to the intervention, and immediately following the intervention, the participants were tested on fluency, cognitive strategy use, and mathematics achievement. ANCOVAs indicated that children in the combined fluency and cognitive strategy use condition significantly improved their mathematics achievement in comparison to the control group. When we examined the impact of the intervention as a function of gender, boys appeared to benefit from the intervention, but girls did not. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; Massachusetts