This report describes a randomized controlled study that compared the personalization of educational content based on neural networks to personalization by human experts. The study was conducted in a graphically rich online learning environment for elementary school mathematics, in which N = 135 fourth- and sixth-grade students learn via…

The purpose of this study was to compare the repeated subtraction method of long division of a partitioning distributive method, both taught by recording manipulation of popsicle sticks. Two instructional units were prepared. Twelve fourth grade classes were used, with six being taught one approach and six using the other. Tests consisting of…

This study investigated the effects of the nature of the algorithm, reinforcement, and level of problem difficulty on the ability of fourth graders to solve addition problems as measured by the number of problems correctly solved and the number of columns attempted. Subjects were selected for high scores on a test of basic addition facts; only…

Students from six fourth-grade classes were paired and randomly assigned to computer or worksheet treatments on multiplication and division. Those using computer-based drill-and-practice programs made greater gains on some tests of basic facts, but had no higher retention of algorithms. (MNS)

This is one of a series of 20 booklets designed for participants in an in-service course for teachers of elementary mathematics. The course, developed by the University of Illinois Arithmetic Project, is designed to be conducted by local school personnel. In addition to these booklets, a course package includes films showing mathematics being…

This is one of a series of 20 booklets designed for participants in an in-service course for teachers of elementary mathematics. The course, developed by the University of Illinois Arithmetic Project, is designed to be conducted by local school personnel. In addition to these booklets, a course package includes films showing mathematics being…