2 Article Critiques This paper presents and overview a

Reys, R.E., Reys, B.J., Nohda, N. & Emori, H. (1995). Mental computation performance and strategy use of Japanese students in grades 2,4,6, and 8. Journal of Research in Mathematics Education, 26(4), 304-326.

The study assessed the strategies and processes used by Japanese students (grades 2,4,6,8) in calculating exact arithmetic answers without external calculating or recording devices (mental computation). Of specific interest in the study was determining whether mental computation performance was significantly associated with Type of Numbers differences (whole numbers, fractions, etc.), grade level differences, and mode of presentation (oral versus visual) differences.

The problem was clearly stated in both conceptual and technical terms. Moreover, it was justified as arising out of the existing research findings. In addition, key terms were well defined and the theoretical underpinnings of the research were described and delineated.

The authors provide several sound reasons as to why the conducted study was important. These reasons can be summarized as follows:

(1) Findings will have implications for which theory of mental computation is most accurate.

(2) Existing research has shown that research on mental computation of Japanese students is especially meaningful due to their consistently strong performance levels for co

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ented items produced significantly better performance than orally presented items; (d) performance improved with grade level; and (e) students used only a narrow range of computational strategies and could not easily conceive of alternative methods. Based on these findings, it was concluded that more curricular attention needs to be placed upon mental computation not only for Japanese students but also for American students whose performance levels are significantly lower than that of Japanese students. Reaction In general, the article was clear, well-written and easy to understand. It's major points were backed with a good deal of citations to earlier work. The methods should be improved upon in future replications. These improvements should probably include random selection of subjects rather than classes and, if possible, the use of standardized instruments. However, despite some methodological problems, the research seemed generally sound and the presented material was convincing in terms of the significance of the study's findings for math education as it relates to mental computation. CRITIQUE # 2 This paper presents an overview and critique of the following article: Cobb, P. (1995). Cultural tools and m
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Some common words found in the essay are:
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Approximate Word count = 1243
Approximate Pages = 5 (250 words per page)