Strategies in Subtraction Problem Solving in Children

Autor/inn/en	Barrouillet, Pierre; Mignon, Mathilde; Thevenot, Catherine
Titel	Strategies in Subtraction Problem Solving in Children
Quelle	In: Journal of Experimental Child Psychology, 99 (2008) 4, S.233-251 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2007.12.001
Schlagwörter	Mental Computation; Memory; Grade 3; Subtraction; Problem Solving; Elementary School Mathematics; Mathematics Skills; Learning Strategies; Arithmetic + Suchen Sie Ihr Suchwort? Kopfrechnen; Gedächtnis; School year 03; 3. Schuljahr; Schuljahr 03; Subtraktion; Problemlösen; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	The aim of this study was to investigate the strategies used by third graders in solving the 81 elementary subtractions that are the inverses of the one-digit additions with addends from 1 to 9 recently studied by Barrouillet and Lepine. Although the pattern of relationship between individual differences in working memory, on the one hand, and strategy choices and response times, on the other, was the same in both operations, subtraction and addition differed in two important ways. First, the strategy of direct retrieval was less frequent in subtraction than in addition and was even less frequent in subtraction solving than the recourse to the corresponding additive fact. Second, contrary to addition, the retrieval of subtractive answers is confined to some peculiar problems involving 1 as the subtrahend or the remainder. The implications of these findings for developmental theories of mental arithmetic are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10