Improving Multiplication Fact Fluency by Choosing between Competing Answers

Autor/inn/en	Reed, Helen C.; Gemmink, Michelle; Broens-Paffen, Marije; Kirschner, Paul A.; Jolles, Jelle
Titel	Improving Multiplication Fact Fluency by Choosing between Competing Answers
Quelle	In: Research in Mathematics Education, 17 (2015) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2014.962074
Schlagwörter	Multiplication; Problem Solving; Recall (Psychology); Multiple Choice Tests; Timed Tests; Grade 3; Grade 4; Teaching Methods; Intermode Differences; Test Preparation; Academic Achievement; Pretests Posttests; Mathematical Aptitude; Mathematics Skills; Student Improvement; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Multiplikation; Problemlösen; Abberufung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Niederlande
Abstract	Developing fluency in arithmetic facts is instrumental to mathematics learning. This study compares the effects of two practice conditions on children's fluency in simple multiplication facts. Third and fourth graders in the Netherlands (N = 282) practised in either a conventional "recall" condition where they produced answers to problems, or a "choice" condition where they had to choose between competing answers that included common multiplication errors. Practice in the choice condition was faster and as accurate as recall practice but was not more beneficial to performance on speed tests of practised facts. For more experienced students, recall practice led to greater improvement on a conventional recall fluency test. Differential effects of practice conditions on test performance are explained in terms of practice-to-test transfer demands. The relative merits of recall and choice tasks in multiplication fact learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01