Double Digit Addition
Strategies Without Regrouping by Jessica Middleton
The Purpose for Research
The primary purpose of this study is to determine which strategy is most effective for double-digit addition without regrouping. Number sense is an important aspect for young students to learn in math. Kindergarten is a crucial year for students to start talking about math and learn how to explain their math strategies. Students need to devise more efficient and higher level thinking strategies.
Demographics
- 18 kindergartners
- 10 boys and 8 girls
- 14 Caucasian students
- 1 Indian student
- 1 African American student
- 2 bi-racial student
Research Question
Methodology
Data Collections
Quantitate Data: Pre-Test and Post- Test.
Pre-Test Averages Post- Test Averages
Boys (10) 27% 81%
Girls (8) 28% 71%
Qualitative Data: I used anecdotal notes throughout my study. I observed the students daily to see their engagement in the lessons, their participation, and their explanation of their answer. I observed which students showed independence to take effort in solving the problem by themselves. All of these observations allowed me to modify my daily instruction where need be.
Results
- All students showed a tremendous amount of growth over the course of the study.
- The boys overall scored higher on the post-test
- Students strengthened their mental math skills and thought processes
- Students used the right to left stacked approach most effectively versus the other two strategies