Does a Self-Report Questionnaire Predict Strategy Use in Mathematical Problem Solving among Elementary School Children? Importance of Question Format Depending on the Grade

Autor/inn/en	Kashihara, Shiho; Fukaya, Tatsushi
Titel	Does a Self-Report Questionnaire Predict Strategy Use in Mathematical Problem Solving among Elementary School Children? Importance of Question Format Depending on the Grade
Quelle	In: European Journal of Psychology of Education, 38 (2023) 4, S.1461-1479 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kashihara, Shiho) ORCID (Fukaya, Tatsushi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00668-z
Schlagwörter	Mathematics Instruction; Problem Solving; Visual Aids; Questionnaires; Prediction; Questioning Techniques; Elementary School Students; Grade 4; Grade 5; Grade 6; Age Differences + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Anschauungsmaterial; Fragebogen; Vorhersage; Befragungstechnik; Fragetechnik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Age; Difference; Age difference; Altersunterschied
Abstract	Predicting the actual performance of strategy use with self-report questionnaires is difficult, especially among elementary school children. Nevertheless, due to the simplicity of self-report questionnaires, it is desirable to identify one that can predict children's performance of actual strategy use. This study investigated whether a self-report questionnaire on the frequency of using a diagram strategy in mathematical problem-solving can predict children's actual diagram use by manipulating the question type (i.e., free description, multiple-choice, and Likert scale). We also examine the question types that can better predict the actual strategy use in elementary school children. Fourth- to sixth-grade children were asked to complete both a questionnaire, which asked about their daily use of a diagram strategy through three question types and a test consisting of math word problems. We found that when children were asked to self-report their strategy using a Likert scale, they were predicted to use diagrams during the test regardless of grades. Furthermore, the older the children became, the more effective it was to ask them to self-report in a free description type. These results suggest that appropriate question types can make it possible to measure actual strategy-use behaviors through self-report measures, even for elementary school children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01