Abstract
The current study compared the rate at which problem-based practice increased the use of retrieval-based strategies for students identified as displaying accurate min-counting with students identified as displaying almost proficient performance. The findings supported the prediction that the rate at which problem-based practice promoted retrieval use was lower for students in the accurate min-counting group; in fact, it had no effect on their retrieval development. Implications for teaching practice are discussed, in particular, the notion that such students may require exposure to different problem representations (e.g., visual imagery) to move them away from conceptualising addition as counting.
Original language | English |
---|---|
Title of host publication | 40 Years On |
Subtitle of host publication | We Are Still Learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia |
Editors | Ann Downton, Sharyn Livy, Jennifer Hall |
Place of Publication | Adelaide SA Australia |
Publisher | Mathematics Education Research Group of Australasia |
Pages | 317-324 |
Number of pages | 8 |
ISBN (Print) | 9781920846305 |
Publication status | Published - 2017 |
Event | Annual conference of the Mathematics Education Research Group of Australasia 2017 - Monash University, Melbourne, Australia Duration: 2 Jul 2017 → 6 Jul 2017 Conference number: 40th https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings) |
Conference
Conference | Annual conference of the Mathematics Education Research Group of Australasia 2017 |
---|---|
Abbreviated title | MERGA 2017 |
Country/Territory | Australia |
City | Melbourne |
Period | 2/07/17 → 6/07/17 |
Internet address |