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Sökning: WFRF:(Björklund Camilla 1977) > Improvements in lea...

Improvements in learning addition and subtraction when using a structural approach in first grade

Kullberg, Angelika, 1969 (författare)
Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Box 300, Gothenburg, 405 30, Sweden,Univ Gothenburg, Dept Pedag Curricular & Profess Studies, Box 300, S-40530 Gothenburg, Sweden.
Björklund, Camilla, 1977 (författare)
Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Department of Education, Communication and Learning,Department of Education, Communication and Learning, University of Gothenburg, Box 300, Gothenburg, 405 30, Sweden,Univ Gothenburg, Dept Educ Commun & Learning, Box 300, S-40530 Gothenburg, Sweden.
Runesson, Ulla, 1952 (författare)
Jönköping University,Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Box 300, Gothenburg, 405 30, Sweden; School of Education and Communication, Jönköping University, Jönköping, 553 18, Sweden,Matematikdidaktisk forskning,Univ Gothenburg, Dept Pedag Curricular & Profess Studies, Box 300, S-40530 Gothenburg, Sweden.
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Brkovic, Irma, 1977 (författare)
Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Box 300, Gothenburg, 405 30, Sweden,Univ Gothenburg, Dept Pedag Curricular & Profess Studies, Box 300, S-40530 Gothenburg, Sweden.
Nord, Maria (författare)
Gothenburg University,Göteborgs universitet,Högskolan i Borås,Akademin för bibliotek, information, pedagogik och IT,Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Box 300, Gothenburg, 405 30, Sweden,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,Univ Gothenburg, Dept Pedag Curricular & Profess Studies, Box 300, S-40530 Gothenburg, Sweden.;Univ Boras, Dept Educ Work, S-55318 Boras, Sweden.
Maunula, Tuula, 1967 (författare)
Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Box 300, Gothenburg, 405 30, Sweden,Univ Gothenburg, Dept Pedag Curricular & Profess Studies, Box 300, S-40530 Gothenburg, Sweden.
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 (creator_code:org_t)
2024
2024
Engelska.
Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816.
Relaterad länk:
https://doi.org/10.1...
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https://hb.diva-port... (primary) (Raw object)
https://urn.kb.se/re...
https://doi.org/10.1...
https://gup.ub.gu.se...
https://urn.kb.se/re...
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  • Tidskriftsartikel (refereegranskat)
Abstract Ämnesord
Stäng  
  • Learning to calculate with natural numbers by structuring seems promising but how this can be taught in a sustainable manner remains an open question. An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in four Swedish first-grade classes. One goal was that by the end of first grade, students would be able to solve tasks such as subtracting 8 from 15 by using part-whole number relations. In this paper, we report on learning outcomes from task-based interviews with intervention and control groups before, immediately after, and one year after the intervention, in order to investigate long-term effects and whether students used a structural approach when solving tasks in a higher number range in the second grade. In comparison to controls, students in the intervention group showed higher increases in their learning outcomes. Moreover, the intervention group used a structural approach to a larger extent when solving tasks in higher number ranges, whereas students in the control group more commonly used single-unit counting to solve such tasks. These findings have implications both for teaching and for research on students' development of arithmetic skills. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)
NATURVETENSKAP  -- Matematik (hsv//swe)
NATURAL SCIENCES  -- Mathematics (hsv//eng)

Nyckelord

Addition
Subtraction
Bridging through ten
Structural approach
Variation theory
Mathematics
Lärarutbildning och pedagogisk yrkesverksamhet
Teacher Education and Education Work
addition
subtraction
bridging through ten
structural approach
variation theory
mathematics

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ref (ämneskategori)
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