Wat is de relatie tussen de rekeninstructie van de leerkracht en de rekenautomatisering vaardigheden van de leerlingen?

Abstract

Objective: This study examines the relationship between mathematics instruction and the numeracy fluency of children in elementary school (6-12 years old). The mathematics instruction is measured by the Direct Instruction model, differentiation and instruction time. Method: 263 preschool children and their teachers participated after convenience sampling. The mathematics fluency is measured by a Dutch mathematic test, ‘Drempeltoets automatiseren’ and a questionnaire for the teachers is used to obtain information about the quality and amount of instruction time. Results: First there is found a significant positive relationship between the Direct Instruction model and the mathematic fluency skills of children. Second, between the differentiation and the mathematic fluency skills of children is also found a significant positive relationship. Finally the instruction time is significant positively related to mathematic fluency skills of children. Conclusion: Mathematics instruction is related to the numeracy fluency of children in elementary school. Limitations are the research design and that the instruction behavior of teachers is measured by a self-directed questionnaire. Overall further research must provide information about the relationship between mathematics instruction and numeracy fluency in a larger sample size and in different subjects in school.