Automaticity of basic numerical facts is an important condition for learning mathematics. The assumption in school methods is that most basic facts (addition and substraction with outcomes < or = 20) are acquired after two years of math education. However, the experience is that for many students this is not the case. Due to a lack of empirical data a large-scale longitudinal project is started in 2006 focusing on the development of automaticity in computation. Assessing every six months the speed and accurcay of computationl skills makes it possible to study the mastery of different thresholds in the development of numerical computation. An important question is what the essential differences are between weak and strong performers in the successive school years. In this article we will look at the theoretical and empirical background of the project, resulting in a number of research questions that in future contributions will be answered on the basis of empirical results.
|Translated title of the contribution||Automaticity of basic facts in learning mathematics and the emergence of problems in computation.: Thresholds in the development of factual and procedural knowledge|
|Number of pages||15|
|Journal||Orthopedagogiek: Onderzoek en Praktijk|
|Publication status||Published - Aug-2017|