Cross-national Assessment Of Arithmetic Strategies: Exploring The Influence Of Mathematics Teaching Curricula - Info and Reading Options
By Nadir Diaz-Simon, Klency González Hernández, Daniela Escobar-Magariño and Daniel Ansari
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- Title: ➤ Cross-national Assessment Of Arithmetic Strategies: Exploring The Influence Of Mathematics Teaching Curricula
- Authors: Nadir Diaz-SimonKlency González HernándezDaniela Escobar-MagariñoDaniel Ansari
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- Internet Archive ID: osf-registrations-ncxvt-v1
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Arithmetic strategies (AS) can be defined as a procedure used to solve number manipulation problems (e.g., addition and subtraction; Siegler, 1996). Common strategies used in the process of solving arithmetic tasks can be broadly classified into two main categories: fact retrieval (i.e., recovering numerical facts from memory) and procedural calculation (e.g., finger-counting, decomposing problems into mul,ple steps, etc.; Zamarian et al., 2009). However, math strategies are not explicitly taught in many countries. For instance, the Cuban math curriculum establishes the guidelines for teaching a limited set of strategies for solving arithmetic problems, mainly learning math facts and algorithmic procedures (i.e., stacking). Meanwhile, the Ontario curriculum for mathematics, in addition to the above procedures, encourages the development of a broad range of mental math strategies that allow the manipulation of numbers to solve arithmetic problems. In view of this, we plan to conduct cross-national research to analyze the influence of different educational approaches on the development of AS in school-age students and to evaluate its relationship with math abilities (math fluency) and general-domain processes (working memory and metacognition).
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