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Title:Fostering fluency with basic addition and subtraction facts using computer-aided instruction
Author(s):Eiland, Michael
Director of Research:Baroody, Arthur J.
Doctoral Committee Chair(s):Baroody, Arthur J.
Doctoral Committee Member(s):Lubienski, Sarah T.; Perry, Michelle; Purpura, David J.
Department / Program:Curriculum and Instruction
Discipline:Elementary Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):mathematics education
elementary school
computational fluency
Abstract:Achieving fluency with the basic addition and subtraction combinations is difficult for many students in grades 1 to 3. Two papers chronicle three experiments, which entailed evaluating the efficacy of software designed to promote fluency with add-with-8 or -9, near-doubles (e.g., 5 + 6), and subtraction items via moderately guided learning of reasoning strategies. In Experiments 1 and 2, eligible students were randomly assigned to either a guided make-10 condition (e.g., the sum of 9 + 7: 9 + [1 + 6] = [9 + 1] + 6 = 10 + 6 = 16), or guided near-doubles condition (e.g., the sum of 3 + 4: 3 + [3 + 1] = [3 + 3] + 1 = 6 + 1 = 7). Experiment 3 also included a third condition, guided subtraction training (e.g., the difference 12 – 9 can be thought of as: What number when added to 9 equals 12?). Each experiment involved pupils in Grade 1, 2, or 3. ANCOVAs revealed each of the guided interventions promoted learning of the trained strategies as evidenced by transfer to unpracticed items.
Issue Date:2014-09-16
URI:http://hdl.handle.net/2142/50759
Rights Information:Copyright 2014 Michael Eiland
Date Available in IDEALS:2014-09-16
Date Deposited:2014-08


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