The formation of addition and subtraction concepts by pupils in grades one and two. final report [electronic resource] / Joseph N. Payne.
To determine the effect of instructional approaches for subtraction and/or time of symbolization upon (1) achievement in arithmetic, (2) attainment of number concepts, (3) attitudes toward arithmetic in grades one and two, this report assesses four experimental classes, there were two first grade cl...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1967.
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MARC
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| 100 | 1 | |a Payne, Joseph N. |q (Joseph Neal) |0 http://id.loc.gov/authorities/names/n87111028 |1 http://isni.org/isni/0000000082125755 | |
| 245 | 1 | 4 | |a The formation of addition and subtraction concepts by pupils in grades one and two. final report |h [electronic resource] / |c Joseph N. Payne. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1967. | ||
| 300 | |a 24 pages | ||
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| 500 | |a Educational level discussed: Grade 1. | ||
| 500 | |a Educational level discussed: Grade 2. | ||
| 500 | |a ERIC Document Number: ED015015. | ||
| 520 | |a To determine the effect of instructional approaches for subtraction and/or time of symbolization upon (1) achievement in arithmetic, (2) attainment of number concepts, (3) attitudes toward arithmetic in grades one and two, this report assesses four experimental classes, there were two first grade classes of 20 pupils each and two second grade classes of 17 pupils each. The instructional approach used four treatments (1) ppw-e (part-part-whole with early symbolization), (2) ppw-l (late symbolization), (3) ta-e (take-away with early symbolization), (4) ta-l (late symbolization). A concept attainment test was designed for use at the beginning and end of grade one. Other tests were also administered before, during, and after grades one and two. The tests used were the concept attainment test (beginning and end of grade one), the stanford achievement test (end of grade two), a subtraction applications and transfer test (end of grades one and two), lorge-thorndike intelligence test (beginning of grade one), an arithmetic attitude scale (three times in each grade), subtraction facts test (end of grade two), and a logic test (end of the study). There were nine conclusions. (1) grades one and two can learn using ppw. (2) ta was more effective for teaching subtraction skills after grade one but, after grade two, the effect of ta and ppw equalized. (3) after grade two, ppw was superior in teaching applications of subtraction. (4) after grade two, ppw was superior in problems requiring transfer. (5) ppw was superior in relating addition and subtraction. Ppw fostered partitioning. (6) ta was initially easier to teach. (7) higher achievement followed early symbolization. (8) changes in attitude were not produced by any of the four treatments. (9) no differences were attributable to sex. Future research using higher grades, larger numbers of students, and other mathematical topics should be done. (lg) | ||
| 650 | 1 | 7 | |a Achievement. |2 ericd |
| 650 | 0 | 7 | |a Arithmetic. |2 ericd |
| 650 | 0 | 7 | |a Concept Formation. |2 ericd |
| 650 | 0 | 7 | |a Grade 1. |2 ericd |
| 650 | 0 | 7 | |a Grade 2. |2 ericd |
| 650 | 0 | 7 | |a Longitudinal Studies. |2 ericd |
| 650 | 1 | 7 | |a Mathematical Concepts. |2 ericd |
| 650 | 1 | 7 | |a Methods Research. |2 ericd |
| 650 | 0 | 7 | |a Number Concepts. |2 ericd |
| 650 | 0 | 7 | |a Statistical Analysis. |2 ericd |
| 650 | 1 | 7 | |a Student Attitudes. |2 ericd |
| 650 | 0 | 7 | |a Subtraction. |2 ericd |
| 650 | 1 | 7 | |a Symbolic Learning. |2 ericd |
| 710 | 2 | |a University of Michigan. |0 http://id.loc.gov/authorities/names/n79021846 |1 http://isni.org/isni/0000000419367347 | |
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