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The effect of a Schema-based method on correcting persistent errors in mental arithmetic: an experimental study.

Shufang Chen1, Dawei Liu2, Huifen Yan3

  • 1College of Mathematics and Statistics, Hubei University of Education, Wuhan, China.

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Summary
This summary is machine-generated.

A schema-based method effectively corrects persistent errors in elementary students' mental arithmetic. This approach improves simple addition accuracy by addressing memory retrieval issues, enhancing overall math skills.

Keywords:
elementary school studentsmemory retrievalmental arithmeticschema theorysimple addition

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Mathematics Education

Background:

  • Arithmetic calculation is crucial for academic and daily functioning.
  • Elementary students frequently exhibit errors in mental arithmetic practice.
  • Persistent errors suggest underlying issues in cognitive processes like memory retrieval.

Purpose of the Study:

  • To investigate the efficacy of a schema-based method in correcting persistent errors in mental arithmetic.
  • To determine if this method improves simple addition accuracy in elementary students.
  • To understand the role of memory retrieval in arithmetic errors.

Main Methods:

  • A controlled experiment was conducted comparing an experimental group with a control group.
  • The experimental group received training in a schema-based method for error correction.
  • The control group did not receive the schema-based intervention.

Main Results:

  • The experimental group demonstrated significantly improved post-test performance compared to the control group.
  • A notable reduction in the count of persistent errors was observed in the experimental group.
  • Findings indicate that persistent errors stem from memory retrieval interference, and the schema-based method is effective.

Conclusions:

  • The schema-based method is effective in rectifying incorrect answers in memory retrieval for mental arithmetic.
  • This approach offers practical guidance for improving mental arithmetic instruction and student abilities.
  • The study supports the use of schema-based strategies to enhance mathematical learning and teaching methods.