Leiden University Student Repository

Mackenzie, Laurine (2023)

Hoe de rekenmethode en instructie van de leerkracht effect hebben op het strategiegebruik van leerlingen bij het uitrekenen van deelsommen

Master thesis | Education and Child Studies (MSc)

The performances of primary school students are equal when comparing students using a traditional mathematics textbook and students using a realistic mathematics textbook. However, little is known about the strategy use of these students. In this study the relationships are examined between the textbooks (traditional or realistic) and strategy use, between instruction of the teacher and strategy use and between the textbooks and instruction. Besides, it is examined how the instruction of the teacher effects the relationship between textbooks and strategy use. Students of the sixth grade (N = 2133) of randomly drawn Dutch primary schools made two or three division problems according to an incomplete research design. Their notes were analysed and categorised in three kinds of strategies: the traditional algorithm for long division, the column-based division and other strategies. A coding system was used. Three direct relationships were found for the two examined division problems:...Show moreThe performances of primary school students are equal when comparing students using a traditional mathematics textbook and students using a realistic mathematics textbook. However, little is known about the strategy use of these students. In this study the relationships are examined between the textbooks (traditional or realistic) and strategy use, between instruction of the teacher and strategy use and between the textbooks and instruction. Besides, it is examined how the instruction of the teacher effects the relationship between textbooks and strategy use. Students of the sixth grade (N = 2133) of randomly drawn Dutch primary schools made two or three division problems according to an incomplete research design. Their notes were analysed and categorised in three kinds of strategies: the traditional algorithm for long division, the column-based division and other strategies. A coding system was used. Three direct relationships were found for the two examined division problems: between textbooks and strategy use, between instruction and strategy use and between textbooks and instruction. Students using a traditional textbook or receiving instruction in the traditional algorithm used the traditional algorithm more often than students using a realistic textbook or students who did not receive the instruction. Column-based division was only used by students using a realistic textbook. Instruction in the traditional algorithm was more often given when using a traditional textbook in comparison to using a realistic textbook. The correlation between textbooks and strategy use could be partially explained by the instruction of the teacher. So, textbooks as well as instruction correlate with the strategy use in division problems. This is the reason it is important that schools are critical when selecting a new mathematics textbook and look for ways to optimize the instruction of the teachers.Show less

strategiegebruik

kolomsgewijs delen

staartdeling

rekeninstructie

rekenmethode

deelsommen

Author

Mackenzie, Laurine

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

Educational Science

Supervisors

Maas, J.
Hickendorff, M.

ECTS Credits

20

Language

nl