The Effect on Students’ Arithmetic Skills of Teaching Two Differently Structured Calculation Methods

Engvall, Margareta; Samuelsson, Joakim; Östergren, Rickard

doi:10.33225/pec/20.78.167

Cited by 3 publications

(2 citation statements)

References 27 publications

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“…During these periods, students exercised mental arithmetic with the AI Engine three times per week, each training session lasting ten minutes. The interventions replicated a research design from a study that concluded that even short arithmetic training with non-adaptive software or with pen and paper substantially improved students' general performance in mathematics (Engvall et al, 2020). Both interventions included pre-, peri-and post-tests of students' skills.…”

Section: Observations and Interviewsmentioning

confidence: 79%

Still w(AI)ting for the automation of teaching: An exploration of machine learning in Swedish primary education using Actor‐Network Theory

Sperling

Stenliden

Nissen

et al. 2022

Euro J of Education

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Machine learning and other artificial intelligence (AI) technologies are predicted to play a transformative role in primary education, where these technologies for automation and personalization are now being introduced to classroom instruction. This article explores the rationales and practices by which machine learning and AI are emerging in schools. We report on ethnographic fieldwork in Sweden, where a machine learning teaching aid in mathematics, the AI Engine, was tried out by 22 teachers and more than 250 primary education students. By adopting an Actor-Network Theory approach, the analysis focuses on the interactions within the network of heterogeneous actors bound by the AI Engine as an obligatory passage point.The findings show how the actions and accounts emerging within the complex ecosystem of human actors compensate for the unexpected and undesirable algorithmic decisions of the AI Engine. We discuss expectations about AI in education, contradictions in how the AI Engine worked and uncertainties about how machine learning algorithms 'learn' and predict. These factors contribute to our understanding of the potential of automation and personalisation-a process that requires continued re-negotiations. | 585 SPERLING et al. 1 | INTRODUC TI ON VLADIMIR: A-. What are you insinuating? That we have come to the wrong place? ESTRAGON: He should be here. VLADIMIR: He did not say for sure he'd come. ESTRAGON: And if he does not come? VLADIMIR: We'll come back tomorrow. ESTRAGON: And then the day after tomorrow.

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Section: Observations and Interviewsmentioning

confidence: 79%

Still w(AI)ting for the automation of teaching: An exploration of machine learning in Swedish primary education using Actor‐Network Theory

Sperling

Stenliden

Nissen

et al. 2022

Euro J of Education

View full text Add to dashboard Cite

show abstract

“…It helps students develop logical thinking and problem-solving abilities (Björklund, 2021). Thus, arithmetic is an essential component of the primary mathematics curriculum (Engvall et al, 2020). Baroody and Dowker (2003), Dowker (2005), Geary (1993), Goldman and Hasselbring (1997), Hiebert and Lefevre (1986), and Kilpatrick et al (2001) carried out research on how students attain arithmetic proficiency.…”

Section: Introductionmentioning

confidence: 99%

Classroom assessment that tailor instruction and direct learning: A validation study

Chan

ZHANG

Oon

2023

International Journal of Assessment Tools in Education

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We report the validity of a test instrument that assesses the arithmetic ability of primary students by (a) describing the theoretical model of arithmetic ability assessment using Wilson’s (2004) four building blocks of constructing measures and (b) providing empirical evidence for the validation study. The instrument consists of 21 multiple-choice questions that hierarchically evaluate arithmetic intended learning outcomes (ILOs) on arithmetic ability, hierarchically, based on Bloom’s cognitive taxonomy for 138 primary three grade students. The theoretical model describes students’ arithmetic ability on three distinct levels: solid, developing, and basic. At each level, the model describes the characteristics of the tasks that the students can answer correctly. The analysis shows that the difficulty of the items followed the expected order in the theoretical construct map, where the difficulty of each designed item aligned with the cognitive level of the student, the item difficulty distribution aligned with the structure of the person construct map, and word problems required higher cognitive abilities than the calculation problems did. The findings, however, pointed out that more difficult items can be added to better differentiate students with different ability levels, and an item should be revised to enhance the reliability and validity of the research. We conclude that the conceptualizations of such formative assessments provide meaningful information for teachers to support learning and tailoring instruction.

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A randomized controlled study of a second grade numeracy intervention with Swedish students at‐risk of mathematics difficulties

Lindström‐Sandahl,

Samuelsson,

Danielsson

et al. 2024

Brit J of Edu Psychol

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BackgroundEarly numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade with a randomized controlled design.AimThis pre‐ and post‐test randomized controlled study evaluated the effects of an intensive 9‐week numeracy and arithmetic programme for second‐grade students at risk for early MDs. The focus of the programme was students’ foundational understanding of numbers and mathematical concepts and procedural fluency with arithmetic tasks.SampleA total of 753 first‐grade students from 21 schools in Sweden were screened for low achievement in number knowledge and arithmetic.MethodsStudents considered at risk for MDs (≤25 percentile on two consecutive first‐grade mathematics screenings) were individually randomized to an intervention group (n = 32) or control group (n = 30) at the beginning of second grade (7–8 years old). Trained teachers administered the one‐to‐one, explicit programme to intervention group students in elementary school settings. The intervention group received numeracy instruction emphasizing foundational mathematics concepts and procedures. Controls received teaching as usual with potential special education support provided by their schools.ResultsThe intervention group demonstrated significantly greater improvements in conceptual knowledge, arithmetic calculations and problem‐solving compared to the control group, with medium size effects observed.ConclusionsA supplemental and intensive programme, with explicit instruction emphasizing numeracy, substantially improved knowledge and skills essential for arithmetic learning. Instruction in conceptual number knowledge and procedures also shows a significant impact on basic arithmetic problem‐solving.

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The Effect on Students’ Arithmetic Skills of Teaching Two Differently Structured Calculation Methods

Cited by 3 publications

References 27 publications

Still w(AI)ting for the automation of teaching: An exploration of machine learning in Swedish primary education using Actor‐Network Theory

Still w(AI)ting for the automation of teaching: An exploration of machine learning in Swedish primary education using Actor‐Network Theory

Classroom assessment that tailor instruction and direct learning: A validation study

A randomized controlled study of a second grade numeracy intervention with Swedish students at‐risk of mathematics difficulties

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