Mental Computation Activity Implementation into First-Grade Mathematics Classes Author: Der-Ching Yang(Graduate Institute of Mathematics and Science Education, National Chiayi University), Cyong-Slan Huang(Graduate Institute of Mathematics and Science Education, National Chiayi University)

Vol.&No.：Vol. 57, No. 2
Date：June 2012
Pages：125-154
DOI：10.3966/2073753X2012065702005

Abstract：

This study employs a qualitative approach to investigate the effect of mental computation activities integrated into first-grade mathematics classes. The mental computation activities, including 2-digit addition and subtraction problems, were used in an experimental group comprising 21 students. The control group comprised 16 students who were following textbook activities, including 2-digit addition and subtraction problems. The teaching intervention lasted for 12 periods for both groups. The results show that students in the experimental group experienced improved performance for mental computation than students in the control group following intervention. Additionally, data indicate that students in the experimental group can develop and use multiple mental strategies, such as separation, aggregation, and holistic strategies following intervention. Conversely, students in the control group preferred using counting and pictorial strategies, as well as images of written computation. Fewer mental strategies were used in the control group. During the instruction of mental computation, students’ problem-solving ability in the mid- and low-level can be improved by high-level students’ explanations. The teaching, learning, and curriculum design of mental computation, as well as directions for future studies, are discussed.

Keywords：mental computation, addition and subtraction problems, first-grade

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