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Pupils' mathematical performance in grades 3 and 6. A longitudinal study

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Abstract

The main purpose of this study was to analyse how pupils, differing in achievement levels in mathematics, performed operations with numbers and solved mathematical problems. What strategies did they use in different grades when they performed the operations and solved the problems correctly, and what types of errors were involved when they solved an item incorrectly? What types of errors disappear and what types of errors remain at a later grade? Five groups of pupils, comprising a total number of 900, who have shown different developments in mathematical achievement from grades 3 to 6 have been studied. When the pupils solved items correctly they used the same strategies irrespective of their total results. However, when they made errors they used a number of different strategies. The results of this study implicate that it is very essential that the teaching be individualised and built upon how the pupils think when solving mathematical problems.

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Authors and Affiliations

  1. Department of Educational Research, Stockholm Institute of Education, Box 34 103, S-100 26, Stockholm, Sweden

    Astrid Pettersson

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  1. Astrid Pettersson
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Pettersson, A. Pupils' mathematical performance in grades 3 and 6. A longitudinal study. Educ Stud Math 22, 439–450 (1991). https://doi.org/10.1007/BF00367907

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