Inger Throndsen

Cognitive Strategies in Mathematics, Part II: Teaching a More Advanced Addition Strategy to an Eight-Year-Old Girl with Learning Difficulties.

Abstract This article focuses on computational problems in simple addition and on interventions aimed at ameliorating such problems. TM, an eight‐years‐and‐two‐months‐old girl with mathematical difficulties was taught a more advanced addition strategy through multicompo‐nent self‐regulation training utilizing the self‐instructional paradigm. The subjects shift to the new addition strategy on both stimulus problems and generalization problems after training was accompanied by more rapid problem solving and fewer errors. Both the completion time and the error rate continued to improve during a four‐weeks follow‐up period. During the follow‐up period, the subject spontaneously started to use even more advanced addition strategies than the one she had learned during the intervention.

Examining Gender Differences in ICT Literacy, Interest, and Use

Today, information and communication technology (ICT) has become part of our professional lives, our leisure activities, and students’ learning activities. It can be seen as a transversal skill (Norwegian Directorate for Education and Training, 2012), or it can be seen as a specific competence such as coding and programming (European Schoolnet, 2014).