NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers2
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Did you mean Mental competition?
Showing all 14 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Yang, Der-Ching; Huang, Ke-Lun – Journal of Educational Research, 2014
The authors compared the mental computation performance and mental strategies used by an experimental Grade 2 class and a control Grade 2 class before and after instructional intervention. Results indicate that students in the experimental group had better performance on mental computation. The use of mental strategies (counting, separation,…
Descriptors: Foreign Countries, Mental Computation, Grade 2, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Buchholz, Lisa M. – Teaching Children Mathematics, 2016
Several detours prompted me to find time in an overcrowded school day to incorporate important, powerful, daily, whole-class application of fact strategies. A few years ago, I embarked on a journey with my second graders, a journey through the strategies for mental computation of addition and subtraction facts. The focus of that journey was to…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 2, Computation
Ghazali, Munirah; Alias, Rohana; Ariffin, Noor Asrul Anuar; Ayub, Ayminsyadora – Journal of Science and Mathematics Education in Southeast Asia, 2010
This paper reports on a study to examine mental computation strategies used by Year 1, Year 2, and Year 3 students to solve addition and subtraction problems. The participants in this study were twenty five 7 to 9 year-old students identified as excellent, good and satisfactory in their mathematics performance from a school in Penang, Malaysia.…
Descriptors: Mental Computation, Foreign Countries, Number Concepts, Subtraction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Chesney, Marlene – Australian Primary Mathematics Classroom, 2013
Marlene Chesney describes a piece of research where the participants were asked to complete a calculation, 16 + 8, and then asked to describe how they solved it. The diversity of invented strategies will be of interest to teachers along with the recommendations that are made. So "how do 'you' solve 16 + 8?"
Descriptors: Mathematics Instruction, Mental Computation, Mathematical Logic, Addition
Rottmann, Thomas; Peter-Koop, Andrea – Mathematics Education Research Group of Australasia, 2016
This paper introduces a revised model for the development of basic computation skills. The model draws on four key phases, which have proven to be important for the development of calculation strategies and stresses the use of gestures and the verbalisation of concrete and mental images. This seems to be of crucial importance for children with…
Descriptors: Special Needs Students, Elementary School Students, Grade 2, Computation
Parrish, Sherry – Math Solutions, 2010
"Number Talks" is: (1) A five- to fifteen-minute classroom conversation around purposefully crafted computation problems that are solved mentally; and (2) The best part of a teacher's day. Whether you want to implement number talks but are unsure of how to begin or have experience but want more guidance in crafting purposeful problems, this…
Descriptors: Problem Solving, Mental Computation, Mathematics Skills, Video Technology
Bengtson, Barbara J. – ProQuest LLC, 2013
Understanding the linear relationship of numbers is essential for doing practical and abstract mathematics throughout education and everyday life. There is evidence that number line activities increase learners' number sense, improving the linearity of mental number line representations (Siegler & Ramani, 2009). Mental representations of…
Descriptors: Numbers, Mathematics Education, Numeracy, Cognitive Processes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Altiparmak, Kemal – International Journal of Research in Education and Science, 2016
Soroban abacus training is called as mental arithmetic training in our country. It is known for mental arithmetic to increase the ability of four mode operations. Besides this, how is the situation for the students which are having Soroban abacus training in the terms of problem solving abilities, creativity, development of concepts, attraction…
Descriptors: Foreign Countries, Arithmetic, Mathematics Instruction, Mathematics Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Brez, Caitlin C.; Miller, Angela D.; Ramirez, Erin M. – Journal of Cognition and Development, 2016
Numerical estimation has been used to study how children mentally represent numbers for many years (e.g., Siegler & Opfer, 2003). However, these studies have always presented children with positive numbers and positive number lines. Children's mental representation of negative numbers has never been addressed. The present study tested children…
Descriptors: Cognitive Processes, Numeracy, Numbers, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Hamdan, Noora; Gunderson, Elizabeth A. – Developmental Psychology, 2017
Children's ability to place fractions on a number line strongly correlates with math achievement. But does the number line play a causal role in fraction learning or does it simply index more advanced fraction knowledge? The number line may be a particularly effective representation for fraction learning because its properties align with the…
Descriptors: Fractions, Number Concepts, Pretests Posttests, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Eisenhardt, Sara; Fisher, Molly H.; Thomas, Jonathan; Schack, Edna O.; Tassell, Janet; Yoder, Margaret – Teaching Children Mathematics, 2014
The Common Core State Standards for Mathematics (CCSSI 2010) expect second grade students to "fluently add and subtract within 20 using mental strategies" (2.OA.B.2). Most children begin with number word sequences and counting approximations and then develop greater skill with counting. But do all teachers really understand how this…
Descriptors: Mathematics Instruction, State Standards, Grade 2, Elementary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Colomer, Carla; Re, Anna M.; Miranda, Ana; Lucangeli, Daniela – Learning Disabilities: A Contemporary Journal, 2013
The aim of this study was to investigate the specific numerical and calculation abilities of 28 children with ADHD without comorbid mathematical learning disabilities (LD), ranging from the 1st to the 5th grade of primary school, and to examine the stability or the development of the arithmetic profile. Our results showed that a high percentage of…
Descriptors: Numeracy, Computation, Mathematics Skills, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Bouwmeester, Samantha; Verkoeijen, Peter P. J. L. – Cognition and Instruction, 2012
Children's estimation patterns on a number line estimation task may provide information about the mental representation of the magnitude of numbers. Siegler and his colleagues concluded that children's mental representations shift from a logarithmic-ruler representation to a linear-ruler representation. However, there are important methodological…
Descriptors: Computation, Numbers, Cognitive Processes, Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
Rousselle, Laurence; Noel, Marie-Pascale – Journal of Learning Disabilities, 2008
The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems while the distance between the…
Descriptors: Mathematics Education, Learning Disabilities, Mental Computation, Grade 3