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Research by Dr. Valerie Henry
Henry, Valerie J. (2007)
FactsWise Research Findings.
| Hundreds
of southern California primary students learned
their basic facts differently this year, with
remarkable results – a 40% increase in addition
facts fluency and a 71% increase in subtraction
facts fluency (compared with students in
non-participating classrooms). In keeping with
No Child Left Behind expectations, the
percentage of students leaving first grade with
less than 50% facts fluency dropped from 52% in
control classrooms to 13% in classrooms using
this instructional innovation.
More...(pdf) |
Henry, Valerie J. (2003)
What Makes Memorization of Basic
Arithmetic Facts So Hard? An Investigation of Contributing
Cognitive Factors.
More...(pdf)
Henry, Valerie J. (2001)
An examination of educational
practices and assumptions regarding algebra instruction in
the United States. 12th ICMI Study Conference Proceedings: The Future of Teaching and Learning of Algebra,
University of Melbourne, Australia.
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Two potential roadblocks to successful
implementation of early algebra in the United
States are examined. Systematic algebra
instruction has traditionally been reserved for
students who have achieved arithmetic
proficiency and have shown evidence of having
crossed into the formal operational stage as
defined by Piaget’s stage theory. Current
theories regarding these assumptions are
discussed. Three developmental models are
contrasted with Piaget’s theory. Several
cognitive obstacles to algebra are analysed in
relation to the arithmetic-before algebra
expectation. Finally, the paper highlights the
importance of dialogue regarding the mental
models math educators hold about the
appropriateness of early algebra.
More...(pdf) |
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