Use of derived fact strategies by children with and without mathematical difficulties
339 children aged 6 and 7 at Oxford primary schools took part in a study of arithmetic. 204 of the children had been selected by their teachers as having mathematical difficulties and the other 135 children were unselected. They were assigned to an Addition Performance Level on the basis of a calcul...
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| Format: | Journal article |
| Language: | English |
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Elsevier
2009
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| _version_ | 1797087370461315072 |
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| author | Dowker, A |
| author_facet | Dowker, A |
| author_sort | Dowker, A |
| collection | OXFORD |
| description | 339 children aged 6 and 7 at Oxford primary schools took part in a study of arithmetic. 204 of the children had been selected by their teachers as having mathematical difficulties and the other 135 children were unselected. They were assigned to an Addition Performance Level on the basis of a calculation pretest, and then given Dowker's (1998) test of derived fact strategies in addition, involving strategies based on the Identity, Commutativity, Addend + 1. Addend - 1, and addition/subtraction Inverse principles. The exact arithmetic problems given varied according to the child's previously assessed calculation level and were selected to be just a little too difficult for the child to solve unaided. The technique was used of giving children the answer to a problem and then asking them to solve another problem that could be solved quickly by using this answer, together with the principle under consideration. The children were also given the WISC Arithmetic subtest and the British Abilities Scales Basic Number Skills Subtest. Performance on the standardized arithmetic tests was independently affected by both Addition Performance Level and group membership (unselected children versus those with mathematical difficulties). Derived fact strategy use was affected by Addition Performance Level, but there was no independent effect of group membership. |
| first_indexed | 2024-03-07T02:34:45Z |
| format | Journal article |
| id | oxford-uuid:a86b39cd-4d68-41b4-ab92-0703a0952274 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T02:34:45Z |
| publishDate | 2009 |
| publisher | Elsevier |
| record_format | dspace |
| spelling | oxford-uuid:a86b39cd-4d68-41b4-ab92-0703a09522742022-03-27T03:01:21ZUse of derived fact strategies by children with and without mathematical difficultiesJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:a86b39cd-4d68-41b4-ab92-0703a0952274EnglishSymplectic Elements at OxfordElsevier2009Dowker, A339 children aged 6 and 7 at Oxford primary schools took part in a study of arithmetic. 204 of the children had been selected by their teachers as having mathematical difficulties and the other 135 children were unselected. They were assigned to an Addition Performance Level on the basis of a calculation pretest, and then given Dowker's (1998) test of derived fact strategies in addition, involving strategies based on the Identity, Commutativity, Addend + 1. Addend - 1, and addition/subtraction Inverse principles. The exact arithmetic problems given varied according to the child's previously assessed calculation level and were selected to be just a little too difficult for the child to solve unaided. The technique was used of giving children the answer to a problem and then asking them to solve another problem that could be solved quickly by using this answer, together with the principle under consideration. The children were also given the WISC Arithmetic subtest and the British Abilities Scales Basic Number Skills Subtest. Performance on the standardized arithmetic tests was independently affected by both Addition Performance Level and group membership (unselected children versus those with mathematical difficulties). Derived fact strategy use was affected by Addition Performance Level, but there was no independent effect of group membership. |
| spellingShingle | Dowker, A Use of derived fact strategies by children with and without mathematical difficulties |
| title | Use of derived fact strategies by children with and without mathematical difficulties |
| title_full | Use of derived fact strategies by children with and without mathematical difficulties |
| title_fullStr | Use of derived fact strategies by children with and without mathematical difficulties |
| title_full_unstemmed | Use of derived fact strategies by children with and without mathematical difficulties |
| title_short | Use of derived fact strategies by children with and without mathematical difficulties |
| title_sort | use of derived fact strategies by children with and without mathematical difficulties |
| work_keys_str_mv | AT dowkera useofderivedfactstrategiesbychildrenwithandwithoutmathematicaldifficulties |