Sound-based strategy training in multiplication
Abstract
The main purpose of the present study was to examine the long-term effects of a previous quasi-experiment that used inner speech as a tool to promote appropriate strategies in multiplication. Results one year after the intervention were published by Ostad and Askeland. This is a follow-up study. The 50-week intervention program was conducted in third and fourth grade and was modelled in accordance to the developmental course of private speech (from audible private speech to silent inner speech). Private speech and task-specific strategy use were examined in the fourth and seventh grade pupils in order to evaluate whether different teaching programmes resulted in private speech and task-specific strategy use differences three years after intervention. While internalisation of private speech appeared to stagnate from the fourth to seventh grade in the I-group, the results from more internalised task-specific strategy use indicated that the intervention programme was successful. This study supports the hypothesis that internalisation of inner speech at an early stage of development may be associated with more appropriate strategy use, both short and long term.
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Automatic speech recognition can facilitate learning, based on educational research showing benefits of verbalization for learning.
“These build on the hypothesis that automatic speech recognition can facilitate learning, which is based mostly on educational research that has shown benefits of verbalization for learning (e.g. Askeland, 2012).”
From Affective learning: Improving engagement and enhancing learning with affect-aware feedback (2017) · cites this paper as Askeland, 2012
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- Authors
- Askeland, M.
- Corresponding author
- Askeland, Margit
- Venue
- European Journal of Special Needs Education
- Publisher
- Informa UK Limited
- Published
- 2012-05
- Volume
- 27
- Issue
- 2
- Pages
- 201-217
- ISSN
- 0885-6257 (ISSN-L)
- 1469-591X
- OpenAlex
- W1972493669
- Cited by
- 9
- References
- 25
- Citations by year
- 2018: 1 · 2017: 3 · 2016: 1 · 2015: 2 · 2014: 2
- FWCI
- 1.22
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Journal of Special Needs Education (publishedVersion)
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Social Psychology › Social Representations and Identity
- Keywords
- inner speech, private speech, multiplication, long-term intervention effects, arithmetic instruction, elementary school students, follow-up study
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