THE FREQUENCY OF ARITHMETIC FACTS IN ELEMENTARY TEXTS - ADDITION AND MULTIPLICATION IN GRADES 1-6
THE FREQUENCY OF ARITHMETIC FACTS IN ELEMENTARY TEXTS - ADDITION AND MULTIPLICATION IN GRADES 1-6
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DOI：
10.2307/749430
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发表时间：
1995-11-01
影响因子：
2.8
通讯作者：
CHRIST, KS
中科院分区：
文献类型：
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作者：
ASHCRAFT, MH;CHRIST, KS
表中列出了小学1-6年级算术课文中简单加法和乘法的出现频率。结果表明，加法和乘法都存在很强的“小事实偏差”。操作数大于5的“大”事实的出现频率是操作数在2-5范围内的事实的一半。在K-3年级的早期表格中也发现，操作数为0和1的事实发生得相对较少；这种模式表面上的例外，如1+2和1×3的组合出现的频率很高，是由多列问题中的小事实偏差引起的。在介绍基本算术时的小事实偏见，至少在这里观察到的程度，可能与掌握简单算术的基本教学目标背道而驰。它还可以部分解释被广泛报道的问题大小或问题难度效应，即儿童和成年人对较大的基本事实的反应比他们对较小的事实的解决方案都要慢，也更容易出错。简要讨论了小事实偏差的理论和实践意义。
tabulated the frequency with which simple addition and multiplication facts occur in elementary school arithmetic texts for grades 1-6. The results indicated a strong ''small-fact bias'' in both addition and multiplication. ''Large'' facts, with operands larger than 5, occurred up to half as frequently as those with operands in the 2-5 range. As was also found in an earlier tabulation for grades K-3, facts with operands of 0 and 1 occurred relatively infrequently; the ostensible exceptions to this pattern, high frequencies for combinations like 1 + 2 and 1 x 3, were caused by the small-fact bias in multicolumn problems. The small-fact bias in the presentation of basic arithmetic at least to the degree observed here, probably works against a basic pedagogical goal mastery of simple arithmetic. It may also provide a partial explanation of the widely reported problem size or problem difficulty effect, that children's and adults' responses to larger basic facts are both slower and more error prone than their solutions to smaller facts. Theoretical and practical implications of the small-fact bias are discussed briefly.