id: 06643713
dt: a
an: 2016f.00868
au: Tutcher, Rachel
ti: ‘To chunk or not to chunk’: learning division, the why before the how
or vice versa.
so: Adams, G. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day
conference, University of Reading, UK, November 7, 2015. London:
British Society for Research into Learning Mathematics (BSRLM). 126-131
(2016).
py: 2016
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: F32 D32
ut: primary education; educational research; division; written arithmetic;
standard method; chunking; comparative studies; low-achieving students;
higher-achieving students
ci:
li: http://www.bsrlm.org.uk/IPs/ip35-3/BSRLM-IP-35-3-22.pdf
ab: Summary: In this small-scale study, I focus on the mathematical area of
division (particularly the chunking and standard algorithms).The study
takes place in a larger than average-sized, state-funded primary school
in the south-west of England where the percentage of free school meals
is lower than the national average. For one group of 17 low achieving
students, having been taught chunking and getting confused, the
standard method for short division was taught successfully. Six months
later, when given free choice every child chose the standard method and
they got the questions correct. 9 higher achieving students were taught
chunking successfully but not taught the standard method. Six months
later, given a free choice, they were still using the chunking method
successfully. With the current focus on fluency and mastery, I am
interested in whether there is a need for pupils to learn ‘why’
before‘how’ (conceptual or procedural) or vice versa.
rv: