An Experiment in Three Approaches to Teaching Average to Elementary School Children

The types of experiences children should encounter to best understand average were investigated in this study. Using a traditional approach with problem solving, a concrete approach with manipulatives, or a visual approach with computer spreadsheets, similar lessons on the arithmetic mean were taught to 22 children in grades 4–6, in three multiage groups. Differences among pretest, posttest, and interview performances suggest some advantage in the use of a visual instructional style. Continued gains in performance were found after 4 months without further instruction. An algorithmic‐like definition of average corresponded to better long‐term performance than less precise definitions. Collaborative deliberations resulted in positive implications for the researchers' teaching.