A Comparison of Strategic Development for Multiplication Problem Solving in Low-, Average-, and High-Achieving Students

Autor/inn/en	Zhang, Dake; Ding, Yi; Barrett, Dave E.; Xin, Yan Ping; Liu, Ru-de
Titel	A Comparison of Strategic Development for Multiplication Problem Solving in Low-, Average-, and High-Achieving Students
Quelle	In: European Journal of Psychology of Education, 29 (2014) 2, S.195-214 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-013-0194-1
Schlagwörter	Low Achievement; High Achievement; Mathematics Achievement; Multiplication; Problem Solving; Mathematics Instruction; Learning Strategies; Misconceptions; Mathematics Skills; Comparative Analysis + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Multiplikation; Problemlösen; Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Missverständnis; Mathematics ability
Abstract	The present study investigated the differences of strategy use between low-, average-, and high-achieving students when solving different multiplication problems. Nineteen high-, 48 average-, and 17 low-achieving students participated in this study. All participants were asked to complete three different multiplication tests and to explain how they solved these problems. Results suggested that low achievers used incorrect operation strategies more frequently, indicating a lack of conceptual understanding of multiplication. High-achieving students demonstrated greater flexibility in problem-solving and were more accurate in performing direct retrieval or math algorithm strategies. Results were discussed about improving low achievers' use of advanced strategies, enhancing their flexibility in choosing strategies and improving students' accuracy in using direct retrieval or math algorithms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10