The Study of computational difficultties$ addition type$ of girls and boys students in third grade of elementary schools in Shiraz

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Abstract

A study of arithmetic (quantitative thinking
dimension) and difficulties of students in this
discipline is one of the challenging issues in special
education and educational psychology. The aim of
present study was to investigate problems of girls
and boys in third grade in calculation
(addition type). Addition type includes: basic
addition$ addition with carring ones and tens$
addition with three digits number$ and mastering
concept of zero. The sample were 448 students (200
boys and 248 girls) from third grade in Shiraz
elementary schools. The data were gathered by a
teacher- made test which had 167 items$ and
presented in three steps. Split- half coefficient was
0.81 and Cronbach` alpha was 0.86. The content and
convergent validity were confirmed. The data were
analyzed by MANOVA$ t-test$ and repeated
measures. The results showed that the third graders
had the most problems in placement and regrouping
and the least problems in mastering the concept of
zero. In all of types of additions$ boys showed more
errors than girls. The results also indicated that the
students have more problems in horizontal than
vertical addition.

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Journal of Psychological Studies
Volume 3, Issue 1
April 2007
Pages 41-60

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