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Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems
Making adaptive choices between solution strategies is a central element of contemporary mathematics education. However, previous studies signal that students make suboptimal choices between mental and written strategies to solve division problems. In particular, some students of a lower math abilit...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6143804/ https://www.ncbi.nlm.nih.gov/pubmed/30258375 http://dx.doi.org/10.3389/fpsyg.2018.01644 |
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author | Fagginger Auer, Marije F. Hickendorff, Marian van Putten, Cornelis M. |
author_facet | Fagginger Auer, Marije F. Hickendorff, Marian van Putten, Cornelis M. |
author_sort | Fagginger Auer, Marije F. |
collection | PubMed |
description | Making adaptive choices between solution strategies is a central element of contemporary mathematics education. However, previous studies signal that students make suboptimal choices between mental and written strategies to solve division problems. In particular, some students of a lower math ability level appear inclined to use mental strategies that lead to lower performance. The current study uses a pretest-training-posttest design to investigate the extent to which these students’ choices for written strategies and performance may be increased. Sixth graders of below-average mathematics level (n = 147) participated in one of two training conditions: an explicit-scaffolding training designed to promote writing down calculations or a practice-only training where strategy use was not explicitly targeted. Written strategy choices and performance increased considerably from pretest to posttest for students in both training conditions, but not in different amounts. Exploratory results suggest that students’ strategy choices may also be affected by their attitudes and beliefs and the sociocultural context regarding strategy use. |
format | Online Article Text |
id | pubmed-6143804 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-61438042018-09-26 Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems Fagginger Auer, Marije F. Hickendorff, Marian van Putten, Cornelis M. Front Psychol Psychology Making adaptive choices between solution strategies is a central element of contemporary mathematics education. However, previous studies signal that students make suboptimal choices between mental and written strategies to solve division problems. In particular, some students of a lower math ability level appear inclined to use mental strategies that lead to lower performance. The current study uses a pretest-training-posttest design to investigate the extent to which these students’ choices for written strategies and performance may be increased. Sixth graders of below-average mathematics level (n = 147) participated in one of two training conditions: an explicit-scaffolding training designed to promote writing down calculations or a practice-only training where strategy use was not explicitly targeted. Written strategy choices and performance increased considerably from pretest to posttest for students in both training conditions, but not in different amounts. Exploratory results suggest that students’ strategy choices may also be affected by their attitudes and beliefs and the sociocultural context regarding strategy use. Frontiers Media S.A. 2018-09-11 /pmc/articles/PMC6143804/ /pubmed/30258375 http://dx.doi.org/10.3389/fpsyg.2018.01644 Text en Copyright © 2018 Fagginger Auer, Hickendorff and van Putten. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Fagginger Auer, Marije F. Hickendorff, Marian van Putten, Cornelis M. Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems |
title | Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems |
title_full | Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems |
title_fullStr | Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems |
title_full_unstemmed | Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems |
title_short | Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems |
title_sort | training can increase students’ choices for written solution strategies and performance in solving multi-digit division problems |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6143804/ https://www.ncbi.nlm.nih.gov/pubmed/30258375 http://dx.doi.org/10.3389/fpsyg.2018.01644 |
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