Literaturnachweis - Detailanzeige
| Autor/inn/en | Liu, Ru-De; Ding, Yi; Gao, Bing-Cheng; Zhang, Dake |
|---|---|
| Titel | The Relations between Number Property Strategies, Working Memory, and Multiplication in Elementary Students |
| Quelle | In: Journal of Experimental Education, 83 (2015) 3, S.319-343 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0973 |
| DOI | 10.1080/00220973.2013.876606 |
| Schlagwörter | Elementary School Students; Elementary School Mathematics; Grade 4; Short Term Memory; Multiplication; Comparative Analysis; Mathematical Concepts; Accuracy; Reaction Time; Correlation; Foreign Countries; Difficulty Level; Problem Solving; Arithmetic; Visual Stimuli; Executive Function; Multiple Regression Analysis; China (Beijing) |
| Abstract | This study aimed to examine the relations among property strategies, working memory, and multiplication tasks with 101 Chinese fourth-grade students. Two multiplication property strategies (associative and distributive) were compared with no strategy and demonstrated differentiated effects on students' accuracy and reaction time. Associative property strategy outperformed the distributive strategy and no strategy on the measures of accuracy and reaction time. The findings support the problem difficulty effect. The findings indicate that if a strategy does not necessarily simplify a problem, it might not help to enhance accuracy, suggesting that multiplication property strategies should be used with respect to the structural features of the problems. Among more difficult problems, visuospatial sketchpad consistently explained unique variances in problem accuracy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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