Strategies Used by Grade 4 Students to Solve Three-Digit Addition and Subtraction Problems of Varying Format

This study describes strategies used by grade 4 students in solving three-digit addition and subtraction problems. The theoretical model integrates problem solving, conceptual knowledge, procedural knowledge, and representation with a literature review to provide a foundation for how student responses can be interpreted. Students selected from a stratified sample were interviewed 2 months after a unit of mathematics instruction about addition and subtraction. There were 6 students of varying mathematics achievement and representing both genders that solved 6 contextual word problems during the interview. Materials, including base-10 blocks, base-10 charts, number lines, and paper and pencil, to potentially aid in problem solving were available to students during the interview. Student responses were categorized according to both an evaluative framework to check for accuracy and an interpretive framework to check conceptual understanding. The interpretive framework utilized the Cognition Based Assessment categories developed by Dr. Michael Battista to assess student responses.Case studies, including background information for each student along with responses from the interviews, are detailed for each student included in the study. Reponses from student interviews were triangulated with information from classroom formative assessments given during the unit of instruction. Problems on these classroom formative assessments were given in both number format and word format. Conclusions from the study suggest that students were more successful in solving problems presented in word format when compared with problems presented in number format. Students demonstrated a strong preference in using the standard algorithm although little evidence exists within the study that any of the students conceptually understand the algorithm. StWhile the sample size and data collected was not large enough to make broad generalizations, the importance of having time within classroom instruction dedicated to talking to students about their mathematical understanding is evident. Ensuring that students develop a strong foundation for computation in elementary school will increase their chances for success in future mathematics learning. Exploring the connections between literacy and mathematics for the ways in which students solve problems in word format is a potential area for future research.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

EDU Teaching and Learning

Grantor dc:publisher

The Ohio State University

Year dc:date

2013

Author dc:creator

• Bailey, Jodie Angela

Contributors dc:contributor

• Berlin, Donna

• Elementary Education
• Mathematics Education
• representation addition subtraction word problems

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=osu1366149600

OAI identifier oai:identifier

oai:etd.ohiolink.edu:osu1366149600