Evaluating the arithmetic fact and procedure automatization capability in elementary school children

Tatjana Lavrenčič (2011) Evaluating the arithmetic fact and procedure automatization capability in elementary school children. Diploma thesis.

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Abstract

This thesis presents specific mathematical learning difficulties and characteristics of pupils with aforementioned learning difficulties in procedural knowledge, working memory, conceptual knowledge, semantic memory and data procession. The key role for a good mastery of arithmetic Grasping the concept of number, mastery of different counting strategies and data procession play a key role in mastering arithmetic. Counting is the basis for understanding numbers and arithmetic operations. An insufficient automatization of arithmetic facts and procedures is very often the cause of learning difficulties throughout elementary school. Pupils with specific learning difficulties in mathematics often use support strategies (e.g. finger counting) that are developmentally inferior and have constant difficulties with the retrieval of arithmetic facts and procedures. With an arithmetic test and the test of composing calculations with a previously set sum we tested 529 pupils from two Ljubljana's elementary schools, from the 4th to the 9th grade. The scope of this thesis was to find out whether statistically typical differences in the outcome of both tests exist among pupils with different learning achievements in mathematics, among pupils with different general learning aptitude and with different socio-economic status. We tested pupils of both sexes and from different classes. I processed the test results statistically and tested them against different parameters. It is clear from the results that there are statistically typical differences between pupils with an above-average learning achievement in mathematics and pupils who did poorly in the arithmetic test. At the test number two, which involved calculation composition we found statistical differences among pupils with higher grades in mathematics and pupils with lower grades in mathematics, except when comparing pupils with grades 4 and 5 in mathematics and with grades 2 and 3 we found no such differences. When testing statistical relevance in different learning performance we got similar results as with learning achievements in mathematics. Both tests proved no statistically relevant differences in both sexes. Among some senior and junior classes attended by pupils we noted statistically relevant differences in solving both tests.

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