Gender differences in how students solve the most difficult to retrieve single-digit addition problems

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Abstract

Despite curriculum expectations, many students, including a disproportionate number of girls, do not ‘just know’ (retrieve) single-digit addition facts by Year 3. The current study employed structured interviews to explore which strategies Year 3/4 students (n = 166) used when solving more difficult addition combinations. Results revealed that students preference the near-doubles strategy when the difference between the addends was one, the bridging-through-10 strategy when one of the addends was a nine, and the count-on-from-larger strategy when a derived strategy was more effortful. Moreover, whereas boys were more inclined to use derived strategies, girls were almost three times more likely to use the count-on-from-larger strategy.
Original languageEnglish
Title of host publicationProceedings of The 45th Annual Conference of The Mathematics Education Research Group of Australasia
Subtitle of host publicationWeaving Mathematics Education From All Perspectives
EditorsBronwyn Reid-O'Connor, Elena Prieto-Rodriguez, Kathryn Holmes, Amber Hughes
Place of PublicationAdelaide SA Australia
PublisherMathematics Education Research Group of Australasia (MERGA)
Pages443-450
Number of pages8
ISBN (Electronic)9781920846343
Publication statusPublished - 2023
EventAnnual conference of the Mathematics Education Research Group of Australasia 2023: Weaving Mathematics Education From All Perspectives - University of Newcastle, Newcastle, Australia
Duration: 2 Jul 20236 Jul 2023
Conference number: 45th
https://merga.net.au/Public/Annual-Conference/Programme.aspx
https://merga.net.au/common/Uploaded%20files/Annual%20Conference%20Proceedings/2023%20Annual%20Conference%20Proceedings/MERGA45_Proceedings_2023_Final.pdf

Conference

ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2023
Abbreviated titleMERGA 2023
Country/TerritoryAustralia
CityNewcastle
Period2/07/236/07/23
Internet address

Keywords

  • mathematics education
  • primary school
  • addition strategies
  • count-on
  • gender and mathematics
  • min counting

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