Arithmetic conceptual understanding in elementary school
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Abstract
This study analyzed the arithmetic conceptual comprehension from a dual perspective (conceptual and strategic) of students in 4th, 5th and 6th grades of Elementary school, selected based on three achievement groups: mathematical learning disabilities (MLD; n=51), typical achievement (TA; n=60) and high achievement (HA; n=21). Specifically, it aimed to (1) characterize students based on their arithmetic conceptual knowledge and (2) analyze how the different achievement groups cope with more complex tasks based on their previous conceptual skills. The BANEVHAR battery was applied to assess conceptual understanding and the full scale of the CAS battery was used as a reliable estimator of intelligence. The results pointed out the conceptual deficits of students with MLD with respect to their peers with TA and HA, who seem to reach these educational levels with acquired conceptual skills. In addition, it was observed that there are differences between the groups not only in conceptual knowledge but also in the strategic coping of tasks when these are novel or complex. In this context, students with HA can solve tasks more efficiently. These findings highlight the importance of conceptual and strategic teaching of arithmetic and suggest its practical implementation at school.
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