Strategic Aspects of Simple Addition and Subtraction: The Influence of Mathematical Ability

Autor/inn/en	Torbeyns, Joke; Verschaffel, Lieven; Ghesquiere, Pol
Titel	Strategic Aspects of Simple Addition and Subtraction: The Influence of Mathematical Ability
Quelle	In: Learning and Instruction, 14 (2004) 2, S.177-195 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2004.01.003
Schlagwörter	Arithmetic; Mathematical Aptitude; Learning Strategies; Grade 2; Mathematics Skills; Mathematics Achievement; Change Strategies; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School year 02; 2. Schuljahr; Schuljahr 02; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Lösungsstrategie; Ausland; Belgien
Abstract	This study investigated ability-related differences in strategy use and development in the domain of simple arithmetic, in terms of the model of strategic change, using the choice/no-choice method and the chronological-age/ability-level-match design. Twenty-six second-graders with strong mathematical abilities (MA), 25 second-graders with weak MA, and 20 third-graders matched on MA with the strong second-graders solved 36 additions and subtractions with the bridge over 10 in 4 conditions. In the choice condition, children could choose between retrieval, decomposition to 10, and counting on. In the three no-choice conditions, they had to solve all problems with retrieval, decomposition to 10, or counting on. Results revealed differences in strategy use between strong and weak second-graders, but not between strong second-graders and matched third-graders, which indicates that the strategy development of children with weaker MA is marked by a delay. The theoretical, methodological, and practical implications of the study are discussed in detail. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10