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An exploratory study of children's ability to solve arithmetic open sentences
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Type
Thesis
Author
Lam, Peter Tit Loong
Supervisor
Tan, Wee Kiat
Plant, Eric
Abstract
The study focussed on children's ability to solve open sentences which required addition and subtraction algorithms. The sentences involved in the study are shown as follows: A+B=___ , A-B=___ , A+ ___=C, A-___=C, ___+B=C and ___-B=C (A, B and C are given number values). The first two problem types (A+B=___ and A-B=___) test mainly number seriation while the others which involve number conservation tasks, require the pupils to think reversely.
A status survey consisting of a 12 item test was administered to 660 Primary One children drawn from 18 schools. Results from the survey showed that there was a significant difference in performance between problems that test number seriation and those that require reverse thinking ability. The findings also showed that children performed badly in subtraction open sentences of the type, ___-B=C, where more than 30% of the sample solved the problem wrongly even though the number sizes are within 10.
In a follow-up study involving one school, two instructional strategies were prescribed to help children solve open sentences that require reverse thinking. The first method makes use of a number hill to help children visualize the problem and the second method involves a conservation task. A third instructional procedure which is currently practiced in the classroom (as prescribed in the standard curriculum materials) was also implemented. Post-test analysis showed that the two treatment groups given the alternative instructional strategies had higher mean gain scores compared to the control group.
A status survey consisting of a 12 item test was administered to 660 Primary One children drawn from 18 schools. Results from the survey showed that there was a significant difference in performance between problems that test number seriation and those that require reverse thinking ability. The findings also showed that children performed badly in subtraction open sentences of the type, ___-B=C, where more than 30% of the sample solved the problem wrongly even though the number sizes are within 10.
In a follow-up study involving one school, two instructional strategies were prescribed to help children solve open sentences that require reverse thinking. The first method makes use of a number hill to help children visualize the problem and the second method involves a conservation task. A third instructional procedure which is currently practiced in the classroom (as prescribed in the standard curriculum materials) was also implemented. Post-test analysis showed that the two treatment groups given the alternative instructional strategies had higher mean gain scores compared to the control group.
Date Issued
1985
Call Number
QA11 Lam
Date Submitted
1985