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Is repeated testing of declarative knowledge in mathematics moderated by feedback?
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2018 (English)In: journal of education and culture studies, ISSN 2573-0401, Vol. 2, no 3, p. 209-212Article in journal (Refereed) Published
Abstract [en]

This study set out to examine the effects of repeated testing of students’ declarative knowledge in mathematics in grade 7 (13-14 years old) and to what extent feedback moderates the effect of continually testing students’ declarative knowledge. Students who have automated the 400 basic arithmetical combinations (200 addition combinations and 200 subtraction combinations) have gained declarative knowledge. Mastering these combinations gives students an advantage where doing various calculations and performing different mathematical procedures are concerned (Dowker, 2012). If a student has automated the basic combinations, their attention will not be diverted from the procedure when solving calculation tasks, and there is thereby less risk of incorrect answers (Dowker, 2012). Previous studies have also shown that declarative knowledge in mathematics predict future results in more advanced mathematics (Hassel Bring, Goin, & Bransford, 1988; Gersten, Jordan, & Flojo, 2005; Rathmell & Gabriele, 2011).

Place, publisher, year, edition, pages
2018. Vol. 2, no 3, p. 209-212
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Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-158123DOI: 10.22158/jecs.v2n3p209OAI: oai:DiVA.org:liu-158123DiVA, id: diva2:1330256
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-07Bibliographically approved

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Östergren, RickardSamuelsson, Joakim

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