Mental Computation in Year 1

Abstract

The purpose of this research was to investigate the processes that Year 1 students use when doing mental computation. This was a qualitative research with six Year 1 students from a Queensland State School. The research aimed to provide insight into the cognitive processes that a Year 1 student may use when completing addition and subtraction equations. In order to fully understand the mental strategies, the use of reasoning was included in the research design. When students reasoned about their strategies, they provided insight into the processes they used. As the students in this research are in Year 1, where manipulative use is common, the use of manipulatives was also analysed within the research, using the Concrete-Representational-Abstract framework. Four key findings emerged from the results of the research. The main finding showed that Year 1 students may use mental computation strategies that range from simple counting to more complex, flexible strategies. The analysis of reasoning showed that articulating reasoning with their peers can have a positive effect on the development of mental computation. Results show that the type of manipulative students use may affect the development of their mental computation strategies. Although this final finding was not part of the original research questions, evidence showed that the use of fast paced game activities can positively engage students and develop their mental computation. While the Year 1 curriculum focuses on counting strategies, some students have not yet mastered the counting strategies, while others are applying more sophisticated strategies. This suggests that the teachers of Year 1 should have a thorough understanding of the range of additive strategies that may be applied within their class, the effect that the manipulative used has on the development of mental computation, and how reasoning can be used to enhance the learning outcomes. The findings of this research address all three elements.