Evaluating the response time criterion for defining first graders' fluency with basic addition and subtraction

The meaningful learning of basic number combinations typically progresses through three overlapping phases: counting, deliberate reasoning, and retrieval. The aim of conducting the present study was to evaluate the 3-seconds response time (RT) criterion used for defining achievement of retrieval of basic addition and subtraction combinations. The rationale for the study was that, theoretically, an ideal criterion for retrieval should exclude all instances of counting or deliberate reasoning. Although statistical tests were not possible, qualitative analyses revealed that the 3-second criterion did exclude all responses scored as counting but not all cases scored as overt reasoning. That is, the 3-seconds criterion included responses scored as overt reasoning and so may have over-estimated retrieval. Empirical analysis also suggested that different RT cut-offs might be more suitable to identify retrieval of basic addition and subtraction combinations.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2013

Author dc:creator

• Bajwa, Neet Priya

Contributors dc:contributor

• Baroody, Arthur J.

• Response time
• Reasoning
• Retrieval

Statement dc:rights

• Copyright 2013 Neet Priya Bajwa

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/45553

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/45553