Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279576
Title: Teaching addition and subtraction by the method of bidirectional translation : an empirical study
Author: Maclellan, Euphemia M.
Awarding Body: University of Stirling
Current Institution: University of Stirling
Date of Award: 1990
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Abstract:
Bidirectional Translation, devised by the author, is a structured approach to the teaching of addition and subtraction which aims to give children greater understanding of arithmetical operations. The approach systematically involves both: the translation of numerical representations into hypothetical, real world contexts; and the extraction of the appropriate numerical operations from hypothetical, real world contexts. It is this emphasis on translation from and to both the numerical representation and realistic contexts which gives rise to the name, Bidirectional Translation. An experimental group of 90 primary one children were taught to add and subtract (within 10) by the method of Bidirectional Translation. Post-test comparison of the experimental subjects' performance with that of a control group showed significantly superior performance on the part of the experimental subjects in terms of the utilizability of addition, the evocability of addition, the utilizability of subtraction and the evocability of subtraction for five different classes of verbal context, namely: Part-Part Whole, Separating, Joining, Equalizing and Comparison contexts. In all instances the probability of the results being chance ones were less than 5% and in most, were less than 1%. In both the experimental and control groups, most children performed better when they were required to utilize concepts than when they were required to evoke concepts. Similarly they performed better when they were required to add than when they were required to subtract. The differences, however, were not always significant. It is suggested that the effectiveness of the methodology of Bidirectional Translation is rooted in a structure which allows the child to make his/her thinking explicit and which allows the teacher to monitor this.
Supervisor: Drever, Eric ; Simmons, Malcolm Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.279576  DOI: Not available
Keywords: Arithmetic Study and teaching (Primary) Education Psychology Mathematics
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