Counting strategies of students struggling in mathematics in a computer-based learning environment

Abstract

Children with mathematics difficulties often show challenges in additive reasoning and problem solving and may experience challenges with more advanced mathematics. To address these challenges, we implemented a computer-based intervention to promote children’s conceptual understanding of numbers, counting, and additive strategies. The purpose of this exploratory case study was to provide an in-depth analysis of the progression of counting and composite unit development as well as strategies for solving addition and subtraction problems by two third-graders with mathematics difficulties in a computer-based learning environment. We analyzed video-recorded sessions, field notes, and pre- and post-assessments. Our findings show that participating students negotiated solving addition and subtraction problems through inventing more advanced and efficient additive double-counting strategies. In addition, it seems that the growth of their counting through the computer-based intervention was generalized to solving additive problems on a paper-and-pencil test.