Assessing children’s strategy choices to make better decisions about remediation

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    Abstract

    A considerable number of children rely on counting to solve single-digit addition problems when they are expected to use accurate retrieval-based strategies. There are different reasons why this may be so. Children may use inefficient counting strategies, produce errors when applying backup strategies or lack sufficient confidence to just state the answer. In this study, children in Years 2-6 (n=94) were assessed on how the solved single-digit problems. Data were analysed to identify five performance groups that represented different patterns of difficulty. The findings highlight how interventions need to be better tailored to suit individual learning needs and indicate how this may be achieved.
    Original languageEnglish
    Title of host publicationOpening up mathematics education research
    Subtitle of host publicationProceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia
    EditorsBruce White, Mohan Chinnappan, Sven Trenholm
    Place of PublicationAdelaide SA Australia
    PublisherMathematics Education Research Group of Australasia
    Pages301-308
    Number of pages8
    ISBN (Print)9789811014178
    Publication statusPublished - 2016
    EventAnnual conference of the Mathematics Education Research Group of Australasia 2016 - Adelaide, Australia
    Duration: 3 Jul 20167 Jul 2016
    Conference number: 39th
    https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2016_MERGA_Conference_Proceedings.aspx (Proceedings)

    Conference

    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2016
    Abbreviated titleMERGA 2016
    CountryAustralia
    CityAdelaide
    Period3/07/167/07/16
    Internet address

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