Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Sarah Hopkins, Janette Bobis, James Russo, Jane Hubbard, Anne Roche
The University of Sydney
⬇ Download PDFThree Grade 4 students (aged 9-10) were selected for an intervention because of their problematic reliance on counting-based strategies for single-digit addition. Using a multiple baseline design, we examined their daily use of retrieval and derived-fact strategies before and after an intervention over a period of 20 days. Although one participant benefited greatly from the intervention, the other two showed only limited improvement. Using microgenetic methods to analyse data, we examined features of participants’ prior performances that appeared to enable or hamper the development of derived-fact strategies. Findings provide evidence of the critical knowledge students need to be able to bridge through 10.
decompositionadditioncounting-based strategiesretrieval-based strategies