Abstract
An intervention experiment served to evaluate the efficacy of highly guided discovery learning of relations underlying add-1 and doubles combination families and to compare the impact of such instruction with minimally guided instruction. After a pretest, 78 first graders were randomly assigned to one of three intervention conditions highly guided add-1, highly guided doubles, or minimally guided add-1 and doubles practice-only. Each highly guided intervention served as an active control for the other. The practice-only intervention served to control for the effects of extra practice. For both the add-1 and the doubles strategies, the highly guided intervention, but not the practice-only control, was more successful (as indicated by effect size) than the active control in promoting meaningful transfer to unpracticed but related combinations. The highly guided doubles intervention, but no the highly guided add-1 intervention, produced greater transfer than the minimally guided practice-only intervention.
Date of this Version
8-5-2016
Recommended Citation
Purpura, David J.; Baroody, Arthur J.; Eiland, Michael D.; and Reid, Erin E., "Fostering First Graders' Reasoning Strategies with Basic Sums: The Value of Guided Instruction" (2016). Purdue Center for Early Learning Faculty and Staff Publications. Paper 43.
https://docs.lib.purdue.edu/celpubs/43
Comments
This is the publisher PDF of David J. Purpura, Arthur J. Baroody, Michael D. Eiland, and Erin E. Reid. (2016) "Fostering First Graders’ Reasoning Strategies with Basic Sums: The Value of Guided Instruction" The Elementary School Journal, 117(1). Copyright The University of Chicago Press, the version of record is also available at DOI: 10.1086/687809.