Strategic Flexibility in Computational Estimation for Chinese- and Canadian-Educated Adults

Autor/inn/en	Xu, Chang; Wells, Emma; LeFevre, Jo-Anne; Imbo, Ineke
Titel	Strategic Flexibility in Computational Estimation for Chinese- and Canadian-Educated Adults
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 40 (2014) 5, S.1481-1497 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0037346
Schlagwörter	Computation; Problem Solving; Feedback (Response); Accuracy; Reaction Time; Comparative Analysis; Individual Differences; Adults; Cognitive Ability; Undergraduate Students; Asians; North Americans; Foreign Countries; Arithmetic; Mathematics Tests; Comparative Education; Mathematics Instruction; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Problemlösen; Reaktionsvermögen; Individueller Unterschied; Denkfähigkeit; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Vergleichende Erziehungswissenschaft; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	The purpose of the present study was to examine factors that influence strategic flexibility in computational estimation for Chinese- and Canadian-educated adults. Strategic flexibility was operationalized as the percentage of trials on which participants chose the problem-based procedure that best balanced proximity to the correct answer with simplification of the required calculation. For example, on 42 × 57, the optimal problem-based solution is 40 × 60 because "2,400" is closer to the exact answer "2,394" than is 40 × 50 or 50 × 60. In Experiment 1 (n = 50), where participants had free choice of estimation procedures, Chinese-educated participants were more likely to choose the optimal problem-based procedure (80% of trials) than Canadian-educated participants (50%). In Experiment 2 (n = 48), participants had to choose 1 of 3 solution procedures. They showed moderate strategic flexibility that was equal across groups (60%). In Experiment 3 (n = 50), participants were given the same 3 procedure choices as in Experiment 2 but different instructions and explicit feedback. When instructed to respond quickly, both groups showed moderate strategic flexibility as in Experiment 2 (60%). When instructed to respond as accurately as possible or to balance speed and accuracy, they showed very high strategic flexibility (greater than 90%). These findings suggest that solvers will show very different levels of strategic flexibility in response to instructions, feedback, and problem characteristics and that these factors interact with individual differences (e.g., arithmetic skills, nationality) to produce variable response patterns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01