Date of Award
4-1981
Degree Name
Specialist in Education
Department
Psychology
First Advisor
Dr. Howard E. Farris
Second Advisor
Dr. Cheryl Poche
Third Advisor
Dr. Galen Alessi
Access Setting
Masters Thesis-Open Access
Abstract
The accuracy and rate of problem solving using Hutchings' low stress addition and subtraction algorithms was investigated using four, fourth-grade low performers. Two multiple baseline designs were used, (one for addition and one for subtraction) where subjects were required to work addition and subtraction problems using the conventional method during Baseline. As Baseline for each subject stabilized, a brief training program was implemented using Hutchings' low stress addition or subtraction algorithm. Following training, subjects were required to work the addition and subtraction problems using the new algorithm. Probes were administered before and after training to measure knowledge of place value and a second probe was given at the end of the study to analyze whether the new algorithm generalized to problems of various sizes and difficulty. Results indicate that accuracy and rate of problem solving improved for all subjects after training with the new addition algorithm, but only for one subject after being trained in subtraction.
Recommended Citation
Hadden, Stephen Edgar, "The Effects of Hutchings’ Low Stress Addition and Subtraction Algorithms on the Accuracy and Rate of Problem Solving with Low Performing Math Students" (1981). Masters Theses. 1768.
https://scholarworks.wmich.edu/masters_theses/1768