{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/50759"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/50759","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Fostering fluency with basic addition and subtraction facts using computer-aided instruction","abstract":"Achieving fluency with the basic addition and subtraction combinations is difficult for many students in grades 1 to 3. Two papers chronicle three experiments, which entailed evaluating the efficacy of software designed to promote fluency with add-with-8 or -9, near-doubles (e.g., 5 + 6), and subtraction items via moderately guided learning of reasoning strategies. In Experiments 1 and 2, eligible students were randomly assigned to either a guided make-10 condition (e.g., the sum of 9 + 7: 9 + [1 + 6] = [9 + 1] + 6 = 10 + 6 = 16), or guided near-doubles condition (e.g., the sum of 3 + 4: 3 + [3 + 1] = [3 + 3] + 1 = 6 + 1 = 7). Experiment 3 also included a third condition, guided subtraction training (e.g., the difference 12 – 9 can be thought of as: What number when added to 9 equals 12?). Each experiment involved pupils in Grade 1, 2, or 3. ANCOVAs revealed each of the guided interventions promoted learning of the trained strategies as evidenced by transfer to unpracticed items.","abstract_html":"Achieving fluency with the basic addition and subtraction combinations is difficult for many students in grades 1 to 3. Two papers chronicle three experiments, which entailed evaluating the efficacy of software designed to promote fluency with add-with-8 or -9, near-doubles (e.g., 5 + 6), and subtraction items via moderately guided learning of reasoning strategies. In Experiments 1 and 2, eligible students were randomly assigned to either a guided make-10 condition (e.g., the sum of 9 + 7: 9 + [1 + 6] = [9 + 1] + 6 = 10 + 6 = 16), or guided near-doubles condition (e.g., the sum of 3 + 4: 3 + [3 + 1] = [3 + 3] + 1 = 6 + 1 = 7). Experiment 3 also included a third condition, guided subtraction training (e.g., the difference 12 – 9 can be thought of as: What number when added to 9 equals 12?). Each experiment involved pupils in Grade 1, 2, or 3. ANCOVAs revealed each of the guided interventions promoted learning of the trained strategies as evidenced by transfer to unpracticed items.","abstract_has_math":false,"creators":["Eiland, Michael"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Elementary Education","degree_department":null,"school":null,"contributors":["Baroody, Arthur J.","Lubienski, Sarah T.","Perry, Michelle","Purpura, David J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-09-16T17:26:14Z","date_published":"2014-09-16T17:26:14Z","updated_at":"2026-07-22T22:25:41Z","subjects":["mathematics education","elementary school","computational fluency"],"languages":["en"],"rights":["Copyright 2014 Michael Eiland"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/50759","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Baroody, Arthur J.","Lubienski, Sarah T.","Perry, Michelle","Purpura, David J."]},{"key":"dc:creator","label":"Author","values":["Eiland, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-09-16T17:26:14Z","2014-08","2014-09-16"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Elementary Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics education","elementary school","computational fluency"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2014 Michael Eiland"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/50759"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Achieving fluency with the basic addition and subtraction combinations is difficult for many students in grades 1 to 3. Two papers chronicle three experiments, which entailed evaluating the efficacy of software designed to promote fluency with add-with-8 or -9, near-doubles (e.g., 5 + 6), and subtraction items via moderately guided learning of reasoning strategies. In Experiments 1 and 2, eligible students were randomly assigned to either a guided make-10 condition (e.g., the sum of 9 + 7: 9 + [1 + 6] = [9 + 1] + 6 = 10 + 6 = 16), or guided near-doubles condition (e.g., the sum of 3 + 4: 3 + [3 + 1] = [3 + 3] + 1 = 6 + 1 = 7). Experiment 3 also included a third condition, guided subtraction training (e.g., the difference 12 – 9 can be thought of as: What number when added to 9 equals 12?). Each experiment involved pupils in Grade 1, 2, or 3. ANCOVAs revealed each of the guided interventions promoted learning of the trained strategies as evidenced by transfer to unpracticed items.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2014-07-09T15:27:31Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Eiland_Michael.pdf: 2194947 bytes, checksum: 271c5c075b45a5b38dde0e54ca02aacf (MD5)","Made available in DSpace on 2014-09-16T17:26:14Z (GMT). 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In Experiments 1 and 2, eligible students were randomly assigned to either a guided make-10 condition (e.g., the sum of 9 + 7: 9 + [1 + 6] = [9 + 1] + 6 = 10 + 6 = 16), or guided near-doubles condition (e.g., the sum of 3 + 4: 3 + [3 + 1] = [3 + 3] + 1 = 6 + 1 = 7). Experiment 3 also included a third condition, guided subtraction training (e.g., the difference 12 – 9 can be thought of as: What number when added to 9 equals 12?). Each experiment involved pupils in Grade 1, 2, or 3. ANCOVAs revealed each of the guided interventions promoted learning of the trained strategies as evidenced by transfer to unpracticed items.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2014-07-09T15:27:31Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Eiland_Michael.pdf: 2194947 bytes, checksum: 271c5c075b45a5b38dde0e54ca02aacf (MD5)","Made available in DSpace on 2014-09-16T17:26:14Z (GMT). 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