TY - JOUR
T1 - Fostering First Graders' Fluency With Basic Subtraction and Larger Addition Combinations Via Computer-Assisted Instruction
AU - Baroody, Arthur J.
AU - Purpura, David J.
AU - Eiland, Michael D.
AU - Reid, Erin E.
N1 - Funding Information:
The research reported herein was supported by a grant from the Institute of Education Science, U.S. Department of Education, through Grant R305A080479 “Fostering Fluency with Basic Addition and Subtraction Facts”). Preparation of this manuscript also was supported in part by another grant from the U.S. Department of Education (R305B100017: “UIUC Postdoctoral Research Training Program in Mathematics Education”). The opinions expressed are solely those of the authors and do not necessarily reflect the position, policy, or endorsement of the Institute of Education Science or Department of Education.
PY - 2014/4
Y1 - 2014/4
N2 - Achieving fluency with basic subtraction and add-with-8 or -9 combinations is difficult for primary grade children. A 9-month training experiment entailed evaluating the efficacy of software designed to promote such fluency via guided learning of reasoning strategies. Seventy-five eligible first graders were randomly assigned to one of three conditions: guided subtraction (e.g., If 5 + 3 = 8, then 8 - 3 is 5), guided use-a-10 (e.g., If 10 + 7 = 17, then 9 + 7 is 16), or an unguided-practice condition for 30-minute sessions twice a week for 12 weeks. An ANCOVA revealed that at the delayed posttest, the guided-subtraction group outperformed both comparison groups on unpracticed subtraction combinations. Analyses of gains in slow but appropriate use of reasoning and decreases in inefficient strategy use indicated that both types of guided training promoted the learning of a targeted reasoning strategy.
AB - Achieving fluency with basic subtraction and add-with-8 or -9 combinations is difficult for primary grade children. A 9-month training experiment entailed evaluating the efficacy of software designed to promote such fluency via guided learning of reasoning strategies. Seventy-five eligible first graders were randomly assigned to one of three conditions: guided subtraction (e.g., If 5 + 3 = 8, then 8 - 3 is 5), guided use-a-10 (e.g., If 10 + 7 = 17, then 9 + 7 is 16), or an unguided-practice condition for 30-minute sessions twice a week for 12 weeks. An ANCOVA revealed that at the delayed posttest, the guided-subtraction group outperformed both comparison groups on unpracticed subtraction combinations. Analyses of gains in slow but appropriate use of reasoning and decreases in inefficient strategy use indicated that both types of guided training promoted the learning of a targeted reasoning strategy.
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U2 - 10.1080/07370008.2014.887084
DO - 10.1080/07370008.2014.887084
M3 - Article
AN - SCOPUS:84897420601
SN - 0737-0008
VL - 32
SP - 159
EP - 197
JO - Cognition and Instruction
JF - Cognition and Instruction
IS - 2
ER -