Mathematics instruction in the classroom and students strategy use and achievement

Samenvatting

Why has the mathematics achievement level for complex multiplication and division in Dutch primary schools decreased considerably? National assessments showed this drop for boys and girls, for home and foreign students. Using new mathematics textbooks was not related to this drop. However, secondary analysis of the test materials of the last two assessments showed that changes in students? strategy use were an important factor in this decrease. Traditional written computation was seen far less, but answering math problems without any written computation or jottings clearly has increased. This last result was unexpected and contributed to the explanation of the achievement drop, because of the lack of accuracy of this form of ?mental computation? which occurred more frequently with students with a low mathematics ability.
This proposal wants to investigate which didactic practices in the classroom influence strategy use and achievement level for complex multiplication and division. We want to know particularly which type of didactic approach also works for students with low mathematics abilities in reaching a more successful strategy choice and a higher level of accuracy.

Output

Proefschrift

  • Beoogd: proefschrift
  • M.F. Fagginger Auer(2016): Solving multiplication and division problems , Ridderkerk  15 juni 2016

Wetenschappelijk artikel

  • M.F. Fagginger Auer, M. Hickendorff, C.M. van Putten(2015): Strategiegebruik bij rekenen afleiden uit het schriftelijk werk van basisschoolleerlingen Pedagogische Studiën pp. 9 - 23
  • M. Hickendorff, M.F. Fagginger Auer, C.M. van Putten(2016): Solution strategies and adaptivity in multidigit division in a choice/no-choice experiment Learning and Instruction pp. 52 - 59
  • MF Fagginger Auer(2016): Solution strategies and adaptivity in multidigit division in a choice/nochoice experiment Learning and Instruction pp. 52 - 59
  • MF Fagginger Auer(2016): Multilevel Latent Class Analysis for Large-Scale Educational Assessment Data Applied Measurement in Education pp. 144 - 159 ISSN: 0895-7347.
  • M.F. Fagginger Auer, M. Hickendorff, C.M. van Putten, A.A. Béguin, W.J. Heiser(2016): Multilevel latent class analysis for large-scale educational assessment data Applied Measurement in Education pp. 144 - 159 ISSN: 0895-7347.
  • M.F. Fagginger Auer, C.M. van Putten, M. Hickendorff(2018): Training Can Increase Students’ Choices for Written Solution Strategies and Performance in Solving Multi-Digit Division Problems Frontiers in Psychology pp. 1 - 13

Professionele publicatie

  • M.F. Fagginger Auer, M. Hickendorff, C.M. Van Putten(2013): Balans van het reken-wiskundeonderwijs aan het einde van de basisschool 5 pp. 158 - 167

Kenmerken

Projectnummer

411-10-706

Hoofdaanvrager

Dr. C.M. van Putten

Verbonden aan

Universiteit Leiden, Faculteit der Sociale Wetenschappen, Instituut Psychologie

Uitvoerders

Drs. M.F. Fagginger Auer, Dr. C.M. van Putten

Looptijd

01/09/2011 tot 31/08/2015