Individual differences in children's early strategy behavior in arithmetic tasks.

Autor/inn/en	Lindberg, Sven; Linkersdörfer, Janosch; Lehmann, Martin; Hasselhorn, Marcus; Lonnemann, Jan
Titel	Individual differences in children's early strategy behavior in arithmetic tasks.
Quelle	In: Journal of Educational and Developmental Psychology, 3 (2013) 1, S. 192-200 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1927-0526; 1927-0534
DOI	10.5539/jedp.v3n1p192
Schlagwörter	Problembewusstsein; Problemlösen; Selbsteinschätzung; Selbstkonzept; Schuljahr 01; Videoanalyse; Arithmetik; Rechenkompetenz; Grundschulalter; Leistungsmessung
Abstract	As demonstrated by the Overlapping Waves Model (Siegler, 1996), children's strategy use in arithmetic tasks is variable, adaptive, and changes gradually with age and experience. In this study, first grade elementary school children (n=73), who scored high, middle, or low in a standardized scholastic mathematic achievement test, were confronted with different arithmetic tasks (simple addition, e.g., 3+2, simple subtraction, e.g., 7-2, and more advanced addition, e.g., 7+ 9) to evoke different calculation strategies. Video analysis and children's self-report were used to identify individual strategy behavior. In accordance with the Overlapping Waves Model, children in all achievement groups showed variable and multiple strategy usage and adapted their behavior to the tasks of the different categories. We demonstrated that not only low achievers differed from normal achievers but also that high achievers exhibited a unique pattern of strategy behavior in early mathematics. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3