Influence of instruction in mathematics for low performing students on strategy use. [IF: xx]

R.E. Timmermans, E.C.D.M. van Lieshout

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Effects of two subtraction instruction types for low achieving children were compared. The first was based on constructivist ideas. The second was more or less traditional but did include interaction opportunities comparable to those in constructivist classrooms. Sixteen students (eight in each condition) with an average age of 10.5 years were trained during 34 lessons. Results showed no performance differences between the two groups on the subtraction problems instructed. There was a performance advantage for the traditional group on transfer problems without regrouping. The constructivist group used more different strategies but was not able to use this bigger repertory in a flexible way; instead, they used their strategies rather randomly. These findings pose questions on the usefulness of constructivist teaching in mathematics for low performers.
Original languageEnglish
Pages (from-to)5-16
Number of pages12
JournalEuropean Journal of Special Needs Education
Volume18
DOIs
Publication statusPublished - 2003

Fingerprint

Dive into the research topics of 'Influence of instruction in mathematics for low performing students on strategy use. [IF: xx]'. Together they form a unique fingerprint.

Cite this