ERIC Number: EJ1439406
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
EISSN: EISSN-1470-1170
Available Date: N/A
Memorization versus Conceptual Practice with Number Combinations: Their Effects on Second Graders with Different Types of Mathematical Learning Difficulties
Rickard Östergren; Ulf Träff; Jessica Elofsson; Hugo Hesser; Joakim Samuelsson
Scandinavian Journal of Educational Research, v68 n6 p1155-1170 2024
The study set out to explore different mathematical difficulties among 877 second-grade children and to test the effect of memorization versus conceptual practices with number combinations. It used a latent profile analysis of baseline measurements of digit writing speed, number combination fluency, multidigit calculation, and number sense skills to identify six latent classes: three mathematical learning difficulty classes, two typical classes, and one high-achieving class. The memorization practice produced superior improvement for all classes of students except the high-achievers class. These results suggest that memorization practice with basic number combinations should not be considered poor teaching practice. It is important for teachers to incorporate practices with number combinations that focus on speed and memorization, even for children who struggle with mathematics.
Descriptors: Grade 2, Elementary School Mathematics, Difficulty Level, Mathematical Concepts, Memorization, Learning Problems, Numbers, Concept Formation, Arithmetic, Intervention, Comparative Analysis, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A
Author Affiliations: N/A