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Peer reviewedAssink, Egbert M. H. – Journal of Educational Psychology, 1987
In a large-scale field experiment aimed at improving spelling instruction in Dutch schools, the effectiveness of a newly developed algorithmic teaching method was compared with the conventionally and commonly used analogy approach. The analogy group showed comparatively little progress in learning results. (Seventy-five test items are appended).…
Descriptors: Algorithms, Analogy, Dutch, Foreign Countries
Peer reviewedClements, M. A.; Lean, G. A. – Mathematics Education Research Journal, 1994
Investigated the continuous fraction concepts of (n=59) students in grades four, five, and six. Students were confident and accurate when performing sharing tasks, but were much less successful on continuous quantity tasks involving formal fraction language and symbol manipulation fraction tasks. (14 references) (Author/MKR)
Descriptors: Algorithms, Cognitive Structures, Elementary School Students, Foreign Countries
Peer reviewedSchliemann, Analucia Dias; And Others – Journal of Mathematical Behavior, 1993
A 14-year-old Brazilian boy in the fourth grade was given 170 problems orally, each asking for the sum of 2 2-digit numbers. Responses indicated he had invented his own algorithm for addition, similar to the school one, based largely on his experiences with money. (Contains 13 references.) (JAF)
Descriptors: Addition, Algorithms, Case Studies, Computation
Peer reviewedSolano-Flores, Guillermo – Educational and Psychological Measurement, 1993
Studied the ability of logical test design (LTD) to predict student performance in reading Roman numerals for 211 sixth graders in Mexico City tested on Roman numeral items varying on LTD-related and non-LTD-related variables. The LTD-related variable item iterativity was found to be the best predictor of item difficulty. (SLD)
Descriptors: Academic Achievement, Algorithms, Difficulty Level, Elementary School Students
