ERIC Number: EJ1201013
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Understanding Students' Computational Fluency: Synechistically Using Test Scores and Interviews for a Richer Picture
Shumway, Jessica F.; Jordan, Kerry E.
International Journal for Mathematics Teaching and Learning, v19 n2 p159-175 2018
The purpose of this study was to explore the variations in students' achievement on computational fluency assessments and variations in strategies for solving computation problems. Computational fluency was defined as a student's ability to compute flexibly, accurately, efficiently, and appropriately. Seven- and eight-year-old students completed four paper-pencil assessments and participated in four interviews about their strategies for solving computation problems. Researchers used a mixed methods design using test scores and interviews that measured six students' development of computational fluency at four time points over nine weeks. The results showed that there was variation in students' assessment scores and strategy use, and the quantitative and qualitative data converged or diverged at various measurement points. The divergent results highlighted a trend of improved strategy use in the interviews parallel to a decrease in test scores. Implications for mathematics teachers are discussed.
Descriptors: Computation, Scores, Mathematics Instruction, Interviews, Mathematics Teachers, Grade 2, Elementary School Mathematics, Elementary School Students, Elementary School Teachers, Word Problems (Mathematics), Pretests Posttests, Mathematics Achievement
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: email@example.com; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A