Is counting hindering learning? An investigation into children's proficiency with simple addition and their flexibility with mental computation strategies
Is counting hindering learning? An investigation into children's proficiency with simple addition and their flexibility with mental computation strategies
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DOI：
10.1080/10986065.2020.1842968
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发表时间：
2020-11-11
影响因子：
1.6
通讯作者：
Siegler, Robert
中科院分区：
文献类型：
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作者：
Hopkins, Sarah;Russo, James;Siegler, Robert
越来越多的人意识到，许多孩子没有发展出快速准确的基于检索的策略来解决个位数加法问题。在这项研究中，我们单独评估了166名三年级和四年级的儿童，（称为精确最小计数器），他们经常使用最小值解决简单的个位数加法问题，我们调查了这些儿童在使用简单加法提取时是否具有适应性，以及在展示心理计算灵活性时是否处于不利地位多位数加法。我们发现准确的分钟计数器代表了超过30%的参与者。这些孩子往往是不正确的，当他们被要求使用检索简单的加法和灵活性比大多数同龄人与心理计算策略。研究结果表明，教育工作者应该关注准确的最小计数的流行，并呼吁质疑广泛持有的观点，这是大多数儿童与数学学习障碍（或持续低成就）谁显示长期使用基于计数的策略，简单的加法。需要进一步的研究来调查，如果，以及如何，目前的教学方法是鼓励儿童依靠计数超过了一个时间时，这是有利的。
There is a growing awareness that many children are not developing fast and accurate retrieval-based strategies for solving single-digit addition problems. In this study we individually assessed 166 third and fourth grade children to identify a group of children (called accurate-min-counters) who frequently solved simple single-digit addition problems using a min-counting strategy and were accurate using it. We investigated if these children were adaptive when it came to using retrieval for simple addition and if they were disadvantaged when it came to demonstrating mental computational flexibility with multi-digit addition. We found accurate-min-counters represented over 30% of participants. These children were often incorrect when they were required to use retrieval for simple addition and were less flexible than most peers with mental computation strategies. The findings indicate that educators should be concerned about the prevalence of accurate-min-counting and call into question the widely held view that it is mostly children with a mathematics learning disability (or persistent low achievement) who display the protracted use of counting-based strategies for simple addition. Further research is needed to investigate if, and how, current teaching approaches are encouraging children to rely on counting beyond a time when it is advantageous to do so.