Use intensive practice of counting procedures in primary schools to strengthen and preserve future adults' arithmetic abilities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

As an applied implication, the article recommends that "more intensive practice of counting procedures in primary schools could also constitute a useful tool to help future young and older adults to strengthen and preserve their arithmetic abilities". This responds to a documented cross-generational decline in arithmetical competencies (Schaie, 1996), attributed partly to a decrease in teaching problem decompositions. The strategy targets the automatization of counting procedures rather than drill of memorized associations.

Design Implications¶

Context¶

Requirements¶

• Counting procedures must be practiced intensively and repeatedly during primary education so they become automated.

Constraints¶

• The article notes this does not exclude that older adults sometimes outperform younger ones because of more frequent reliance on retrieval, e.g. better consolidated multiplication facts from more intensive past school practice.

Target Learners¶

• primary school children

Target Learning Goals¶

• automatization of counting procedures
• long-term preservation of arithmetic abilities

Affordances¶

• Automated Counting Procedure Model Addition

Related Strategies¶

• Interventions for adult DD should target both number-specific core deficiencies and domain-general skills while incorporating preserved skills

Examples¶

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Key Sources¶

• Thevenot, C., Dewi, J., Bagnoud, J., Wolfer, P., Fayol, M., & Castel, C. (2018). The use of automated procedures by older adults with high arithmetic skills during addition problem solving. https://eric.ed.gov/?id=ED