Empirical findings show that many students do not achieve the level of a flexible and adaptive use of arithmetic computation strategies during the primary school years. Accordingly, educators suggest a reform-based instruction to improve students’ learning opportunities. In a study with 245 German third graders learning by textbooks with different instructional approaches, we investigate accuracy and adaptivity of students’ strategy use when adding and subtracting three-digit numbers. The findings indicate that students often choose efficient strategies provided they know any appropriate strategies for a given problem. The proportion of appropriate and efficient strategies students use differs with respect to the instructional approach of their textbooks. Learning with an investigative approach, more students use appropriate strategies, whereas children following a problem-solving approach show a higher competence in adaptive strategy choice. Based on these results, we hypothesize that different instructional approaches have different advantages and disadvantages regarding the teaching and learning of adaptive strategy use.
- I really appreciated the keynote by @deborah_ball #TWSummerInstitute To quote some of her closing words: "It's coll… twitter.com/i/web/status/1… 2 weeks ago
- RT @TeachingWorks: Today is the day! If you signed up to join us, the link to view our #TWSummerInstitute keynote address today is waiting… 2 weeks ago
- Looking forward to the lecture by @deborah_ball at #TWSummerInstitute 2 weeks ago
- RT @ottensam: New episode of the #MathEd podcast -- Dr. Jaime Diamond from @UGAMathSciEd discusses her research on teachers' strategies for… 3 months ago
- RT @pgliljedahl: Our podcast from the Making Math Moments Summit can now be accessed from my website ( peterliljedahl.com/btc). https://t.c… 8 months ago