Literaturnachweis - Detailanzeige
| Autor/inn/en | Calder Stegemann, Kim; Grünke, Matthias |
|---|---|
| Titel | Revisiting an Old Methodology for Teaching Counting, Computation, and Place Value: The Effectiveness of the Finger Calculation Method for At-Risk Children |
| Quelle | In: Learning Disabilities: A Contemporary Journal, 12 (2014) 2, S.191-213 (23 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1937-6928 |
| Schlagwörter | Teaching Methods; Computation; Mathematical Concepts; Number Concepts; Instructional Effectiveness; At Risk Students; Problem Solving; Student Attitudes; Elementary School Students; Grade 2; Grade 5; Manipulative Materials; Intervention; Foreign Countries; Experimental Groups; Control Groups; Comparative Analysis; Qualitative Research; Statistical Analysis; Canada; Woodcock Johnson Tests of Achievement |
| Abstract | Number sense is critical to the development of higher order mathematic abilities. However, some children have difficulty acquiring these fundamental skills and the knowledge base of effective interventions/remediation is relatively limited. Based on emerging neuro-scientific research which has identified the association between finger movement/representation and numerical cognition, this one-year study examined the effectiveness of a finger calculation program for at-risk and non-at-risk school children. Specifically, the study sought to determine the impact of learning Chisanbop (Korean finger calculation method) on the number sense, computational, quantitative concepts, and problem solving skills, as well as attitudes towards mathematics, of children at the grade 2 and grade 5 levels. The findings indicate a significant impact on attitudes for math for at-risk grade 2 students. (As Provided). |
| Anmerkungen | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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