Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/561
Title: Sequencing Arithmetic, Area, and Algebraic Instruction for Teaching the Distributive Principle
Authors: Im, Soo-hyun
Varma, Sashank
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Im, S. & Varma, S. (2018). Sequencing Arithmetic, Area, and Algebraic Instruction for Teaching the Distributive Principle. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: The current study examined the effect of different instructional sequences for teaching the distributive principle for multi-digit multiplication. Third graders experienced one of four sequences: Algebra-Arithmetic, Algebra-Area, Arithmetic-Algebra, and Area-Algebra. All sequences produced improvements in solving practiced 2D × 2D problems. Critically, the Area-Algebra and Arithmetic-Algebra sequences had the largest learning effects, with the former better for participants with some prior knowledge of 2D × 2D multiplication and the latter better for participants with no prior knowledge. All sequences also produced improvements on unpracticed transfer problems, with the Area-Algebra sequence producing the largest learning effects. Finally, improvements were most associated with prior knowledge of single-digit addition and subtraction – but not multiplication – facts. The implications of these results are discussed and future directions outlined.
URI: https://doi.dx.org/10.22318/cscl2018.1073
https://repository.isls.org//handle/1/561
Appears in Collections:ICLS 2018

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