Mental Computation or Standard Algorithm? Children's Strategy Choices on Multi-Digit Subtractions

Autor/inn/en	Torbeyns, Joke; Verschaffel, Lieven
Titel	Mental Computation or Standard Algorithm? Children's Strategy Choices on Multi-Digit Subtractions
Quelle	In: European Journal of Psychology of Education, 31 (2016) 2, S.99-116 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-015-0255-8
Schlagwörter	Mental Computation; Mathematical Logic; Subtraction; Grade 4; Elementary School Students; Learning Strategies; Problem Solving; Mathematics Achievement; Foreign Countries; Elementary School Mathematics; Mathematics Instruction; Belgium + Suchen Sie Ihr Suchwort? Kopfrechnen; Mathematical logics; Mathematische Logik; Subtraktion; School year 04; 4. Schuljahr; Schuljahr 04; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Belgien
Abstract	This study analyzed children's use of mental computation strategies and the standard algorithm on multi-digit subtractions. Fifty-eight Flemish 4th graders of varying mathematical achievement level were individually offered subtractions that either stimulated the use of mental computation strategies or the standard algorithm in one choice and two no-choice conditions. In the choice condition, children could apply their preferential strategy on each item; in the no-choice conditions, they had to solve all items with mental computation and the standard algorithm, respectively. Results revealed that children of all achievement levels applied the standard algorithm remarkably frequently and efficiently, even on subtractions that were intended to evoke mental computation. Moreover, children did not fit their strategy choices to the numerical characteristics of the items, but high and above-average achieving children based their strategy choices on their individual mastery of the different strategies. We discuss the theoretical, methodological, and instructional implications of these results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01