Die Entwicklung der Rechenstrategien bei Aufgaben des Typs ZE±ZE im Verlauf des zweiten Schuljahres

Benz, Christiane

doi:10.1007/bf03339333

Cited by 9 publications

(15 citation statements)

References 10 publications

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“…Instead, they often use their favorite method to solve all mathematic problems. Similar results are reported by Hirsch (2001) based on a study with 244 Grade 3 students and Benz (2007) based on an interview study with 120 students from Grade 2.…”

Section: Children's Strategy Use: Empirical Resultssupporting

confidence: 90%

“…In contrast to the German studies of Benz (2007), Hirsch (2001) and Selter (2001), 5 we found a much higher proportion of solutions based on the strategy simplifying for addition tasks and of solutions based on the strategy compensation for subtraction tasks. The strategy indirect addition which could be used efficiently for two subtraction items in the test played only a marginal role.…”

Section: Strategy Use By German Third Graders: Type and Accuracycontrasting

confidence: 82%

“…In the last decades, various studies on students' competencies in the domain of multi-digit addition and subtraction were conducted (e.g., Beishuizen, 1993Beishuizen, , 1999Benz, 2007;Blöte, Klein, & Beishuizen, 2000;Carpenter, Franke, Jacobs, Fennema, & Empson, 1997;Fuson, 1992;Fuson, Wearne, Hiebert et al, 1997;Hiebert & Wearne, 1996;Klein, Beishuizen, & Treffers, 1998;Selter, 2001;Thompson, 1999Thompson, , 2000Torbeyns, De Smedt, Ghesquière, & Verschaffel, in press;Torbeyns, Verschaffel, & Ghesquière, 2006). Summarizing the empirical findings on children's adaptive strategy use for multi-digit addition and subtraction problems, it seems that overall primary school students hardly choose their computation strategies adaptively with respect to task characteristics.…”

Section: Children's Strategy Use: Empirical Resultsmentioning

confidence: 99%

“…The studies from Selter (2001) and Hirsch (2001) were conducted in 1999; data collection of Benz (2007) took place in 2001/2002. Since that time, the mathematics curricula in the different parts of Germany and the corresponding textbooks changed and elements of the reform approach for arithmetic education were included.…”

Section: Children's Strategy Use: Empirical Resultsmentioning

confidence: 99%

“…As found in other studies, the stepwise strategy and the split strategy are most frequently used for both addition and subtraction items, and students prefer the stepwise strategy for subtraction and the split strategy for addition problems (e.g., Benz, 2007;Selter, 2001;Thompson & Smith, 1999). In contrast to the German studies of Benz (2007), Hirsch (2001) and Selter (2001), 5 we found a much higher proportion of solutions based on the strategy simplifying for addition tasks and of solutions based on the strategy compensation for subtraction tasks.…”

Section: Strategy Use By German Third Graders: Type and Accuracymentioning

confidence: 93%

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Addition and subtraction of three-digit numbers: adaptive strategy use and the influence of instruction in German third grade

Heinze

Marschick

Lipowsky

2009

ZDM Mathematics Education

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Empirical findings show that many students do not achieve the level of a flexible and adaptive use of arithmetic computation strategies during the primary school years. Accordingly, educators suggest a reformbased instruction to improve students' learning opportunities. In a study with 245 German third graders learning by textbooks with different instructional approaches, we investigate accuracy and adaptivity of students' strategy use when adding and subtracting three-digit numbers. The findings indicate that students often choose efficient strategies provided they know any appropriate strategies for a given problem. The proportion of appropriate and efficient strategies students use differs with respect to the instructional approach of their textbooks. Learning with an investigative approach, more students use appropriate strategies, whereas children following a problem-solving approach show a higher competence in adaptive strategy choice. Based on these results, we hypothesize that different instructional approaches have different advantages and disadvantages regarding the teaching and learning of adaptive strategy use.

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Section: Children's Strategy Use: Empirical Resultssupporting

confidence: 90%

Section: Strategy Use By German Third Graders: Type and Accuracycontrasting

confidence: 82%