Evaluating the response time criterion for defining first graders' fluency with basic addition and subtraction
Bajwa, Neet Priya
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https://hdl.handle.net/2142/45553
Description
Title
Evaluating the response time criterion for defining first graders' fluency with basic addition and subtraction
Author(s)
Bajwa, Neet Priya
Issue Date
2013-08-22T16:47:34Z
Director of Research (if dissertation) or Advisor (if thesis)
Baroody, Arthur J.
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(s)
Response time
Reasoning
Retrieval
Abstract
The meaningful learning of basic number combinations typically progresses through three overlapping phases: counting, deliberate reasoning, and retrieval. The aim of conducting the present study was to evaluate the 3-seconds response time (RT) criterion used for defining achievement of retrieval of basic addition and subtraction combinations. The rationale for the study was that, theoretically, an ideal criterion for retrieval should exclude all instances of counting or deliberate reasoning. Although statistical tests were not possible, qualitative analyses revealed that the 3-second criterion did exclude all responses scored as counting but not all cases scored as overt reasoning. That is, the 3-seconds criterion included responses scored as overt reasoning and so may have over-estimated retrieval. Empirical analysis also suggested that different RT cut-offs might be more suitable to identify retrieval of basic addition and subtraction combinations.
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