In a class of beginning second graders, children explained with these typical replies how they solved the number fact 8 + 7: “I know 7 + 7 is 14, and 1 more is 15”; “8 + 2 makes 10. But 7 has 5 more, so the answer is 15”; and “I just knew the answer was 15.” Teaching basic number facts like 8 + 7 has been a goal of elementary mathematics instruction for more than 100 years and continues to be important today.
This study was designed to determine the relative effectiveness of a nongraded approach to elementary mathematics instruction and a traditional graded approach by comparing an experimental group of pupils who had had six years of nongraded mathematics instruction with three control groups who had had six years of traditional graded mathematics instruction.
LINKING EFFECTIVE PROFESSIONAL DEVELOPMENT AND ELEMENTARY MATHEMATICS INSTRUCTION.