Strategy Choices in Simple and Complex Addition: Contributions of Working Memory and Counting Knowledge for Children with Mathematical Disability

Autor/inn/en	Geary, David C.; Hoard, Mary K.; Byrd-Craven, Jennifer; DeSoto, M. Catherine
Titel	Strategy Choices in Simple and Complex Addition: Contributions of Working Memory and Counting Knowledge for Children with Mathematical Disability
Quelle	In: Journal of Experimental Child Psychology, 88 (2004) 2, S.121-151 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2004.03.002
Schlagwörter	Grade 1; Grade 5; Learning Disabilities; Memory; Mathematics Skills; Problem Solving; Learning Strategies; Individual Differences; Error Patterns; Arithmetic + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 05; 5. Schuljahr; Schuljahr 05; Learning handicap; Lernbehinderung; Gedächtnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individueller Unterschied; Fehlertyp; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	Groups of first-grade (mean age = 82 months), third-grade (mean age = 107 months), and fifth-grade (mean age = 131 months) children with a learning disability in mathematics (MD, n=58) and their normally achieving peers (n = 91) were administered tasks that assessed their knowledge of counting principles, working memory, and the strategies used to solve simple (4 + 3) and complex (16 + 8) addition problems. In all grades, the children with MD showed a working memory deficit, and in first grade, the children with MD used less sophisticated strategies and committed more errors while solving simple and complex addition problems. The group differences in strategy usage and accuracy were related, in part, to the group difference in working memory and to group and individual differences in counting knowledge. Across grade-level and group, the switch from simple to complex addition problems resulted in a shift in the mix of problem-solving strategies. Individual differences in the strategy mix and in the strategy shift were related, in part, to individual differences in working memory capacity and counting knowledge. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10