Individual Differences in Addition Strategy Choice: A Psychometric Evaluation

Autor/inn/en	Rhodes, Katherine T.; Lukowski, Sarah; Branum-Martin, Lee; Opfer, John; Geary, David C.; Petrill, Stephen A.
Titel	Individual Differences in Addition Strategy Choice: A Psychometric Evaluation
Quelle	In: Journal of Educational Psychology, 111 (2019) 3, S.414-433 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000294
Schlagwörter	Learning Strategies; Addition; Problem Solving; Item Response Theory; Adolescents; Individual Differences; Arithmetic; Models; Time; Accuracy; Learning Problems; Mathematics Instruction; Ohio (Cleveland); Ohio (Columbus); Ohio (Cincinnati); Pennsylvania + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Item-Response-Theorie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individueller Unterschied; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Analogiemodell; Zeit; Lernproblem; Mathematics lessons; Mathematikunterricht
Abstract	The strategy choice model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory item response theory (EIRT) provides an ideal approach to testing this core feature of SCM, as it allows for simultaneous estimation of both item and person effects on problem-solving outcomes. We used EIRT to test and confirm this central tenet of the SCM for adolescents' (n = 376) solving of addition problems. The approach also allowed us to identify the strategy choices of adolescents who still struggle with basic arithmetic. The synthesis of SCM theory and EIRT modeling has implications for more fully investigating the sources of individual differences in students' problem solving, and for identifying problem-solving patterns associated with poor academic achievement. [For the corresponding grantee submission, see ED617646.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01